Information literacy in South-East Europe: Formulating strategic initiatives,making reforms and introducing best practices     

Sonja Špiranec  Zdravka Pejova 《International Information and Library Review》2013,45(2):75-83

South-East Europe (SEE) is one of the geographic regions in the world which is lagging behind positive global Information Literacy (IL) developments. An informed, authoritative and enlightened understanding of the state of Information Literacy conceptual understanding and best practices across the region was recently provided by two important UNESCO co-sponsored workshops that addressed specific IL challenges in this part of Europe. The first meeting, the Workshop on Information Literacy Initiatives for Central and South-East European Countries, co-organized by UNESCO, with the support of the CEI (Central European Initiatives, an arm of the EU), took place in 2006 in Ljubljana, Slovenia. The second, also co-organized by UNESCO, was held in Ankara, Turkey, as a part of a series of eleven Training-the-Trainers in Information Literacy («TTT») workshops that covered all regions of the world. This paper will review and analyse some of the main policy agreements reached by the participants at these meetings, as well as best practices shared by the participants at the two workshops, and discuss remaining Information Literacy advocacy and promotional barriers. The authors will endeavour to identify region-specific barriers to IL in the SEE region and, based on the aforementioned Ankara and Ljubljana workshop outcomes, define focal points for future local and regional IL events, meetings and other initiatives that could and should be taken.  相似文献   

International struggles for critical democratic education     

Darko Štrajn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):133-135

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Psychologized language in education: Denaturalizing a regime of truth     

Štrajn  Darko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(6):991-993

International Review of Education -  相似文献   

On the history of national physics in physics teaching     

Juraj Šebesta 《Science & Education》1996,5(3):313-318

At this time big and important transformations of the social system are taking place in my country. In consequence of this process, practically all concepts, notions, traditions and criteria are changing. So Slovak society is in need of new ideas. Undoubtedly, history may become a source of such ideas. One can expect this for the history of physics in Slovakia too.  相似文献   

THE UNIVERSITY AND NEW INFORMATION TECHNOLOGIES     

Enver Šehovič 《Higher Education in Europe》1985,10(4):13-19

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Algebraic criteria for positive realness relative to the unit circle     

D.D. Šiljak 《Journal of The Franklin Institute》1973,295(6):469-476

A purely algebraic algorithm is developed for testing positive real character of real rational functions and matrices relative to the unit circle in the complex plane. Since the algorithm is entirely recursive and is performed in finite number of steps, it is suitable for machine computations.  相似文献   

Families of children on the autism spectrum: experience of daily life and impact of parent education     

Jasmina Stošić  Jasmina Frey Škrinjar  David Preece 《Support for Learning》2020,35(2):205-221

Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision.  相似文献   

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic     

Nalini Pather  Phil Blyth  Jamie A. Chapman  Manisha R. Dayal  Natasha A.M.S. Flack  Quentin A. Fogg  Rodney A. Green  Anneliese K. Hulme  Ian P. Johnson  Amanda J. Meyer  John W. Morley  Peter J. Shortland  Goran Štrkalj  Mirjana Štrkalj  Krisztina Valter  Alexandra L. Webb  Stephanie J. Woodley  Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.  相似文献   

Towards Typology of Stakeholders: a Case of Lithuanian Higher Education          下载免费PDF全文

Simona Švaikauskienė  Birutė Mikulskienė 《Higher Education Quarterly》2017,71(1):97-124

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Handbook of Asian education: A cultural perspective     

Štrajn  Darko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):773-775

International Review of Education -  相似文献