(7) South and south-east asian collections     

S. Sutton 《International Information and Library Review》2013,45(2):163-195

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An extension of Davis' how do you think (HDYT) test to elementary school students     

Paul Lees‐Haley  Jonathon Sutton 《Roeper Review》2013,35(3)

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Managing a satellite communications program in a hospital library     

L S Sutton  F M Phillips  S R Winfield 《Bulletin of the Medical Library Association》1987,75(2):128-132

A satellite communications service used for the continuing education of hospital staff can be successfully managed by a hospital library. Organization of the service includes managing equipment and personnel, finding programming, marketing the service, arranging for teleconferences, and establishing videotape procedures. A satellite communications program gives the library the opportunity to establish new partnerships with other departments in the hospital as well as with other segments of the community.  相似文献   

Issues in post-literacy     

Ravindra H. Dave  Adama Ouane  Peter Sutton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(4):389-408

While school enrolments have been rising, the absolute number of illiterates in the world has grown too. Eradication of adult illiteracy and universalization of primary education are hindered by high drop-out in schools and relapse into illiteracy among adults. Post-literacy programmes seek to stop this reversal by ensuring retention, application and continuation of literacy skills. The Unesco Institute for Education (UIE) has been researching and promoting post-literacy strategies since 1980, but finds that most projects do not include provision for post-literacy from the outset, despite the evident need. Those programmes which have been mounted use a variety of strategies, which UIE has analysed in 12 categories. The exact delimitation of the post-literacy stage in the lifelong education continuum differs from project to project, and the emphasis on individual or societal advance depends on local perceptions of the goals of development. Examples are given of successful programmes, and the challenges of increasing participation and motivation, securing adequate funding, and making efficient and flexible use of institutional facilities are discussed.

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Zusammenfassung Während die Einschulungsrate gestiegen ist, hat sich auch die absolute Anzahl der Analphabeten in der Welt erhöht. Die Beseitigung des Analphabetismus bei Erwachsenen und die Universalisierung der Primarerziehung werden durch die hohe Ausfallquote und durch den Rückfall in das Analphabetentum bei Erwachsenen behindert. Durch Nachalphabetisierungsprogramme wird versucht, diesem Rückfall Einhalt zu gebieten, indem sie die Beibehaltung, die Anwendung und den Fortbestand der erlernten Fähigkeiten sicherstellen. Das Unesco-Institut für Pädagogik (UIE) hat seit 1980 Nachalphabetisierungsstrategien untersucht und gefördert, stellt aber fest, daß die meisten Projekte von Anfang an — trotz offensichtlichen Bedarfs — keine Vorkehrung zur Nachalphabetisierung treffen. Die erfassten Programme bestehen aus unterschiedlichen Strategien, die das UIE in zwölf Kategorien gegliedert hat. Die genaue Abgrenzung des Nachalpabetisierungsstadiums gegenüber dem Kontinuum des lebenslangen Lernens unterscheidet sich von Projekt zu Projekt, und ob der individuelle oder gesellschaftliche Fortschritt betont wird, hängt von den lokalen Vorstellungen in Bezug auf die Entwicklungsziele ab. Beispiele erfolgreicher Programme werden genannt und die Herausforderungen, die durch die wachsende Beteiligung und Motivation entstehen, sowie die Gewährleistung angemessener Finanzierung und des ausreichenden und flexiblen Einsatzes der institutionellen Einrichtungen werden erörtert.

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Résumé Tandis que le taux de scolarisation s'accroît depuis un certain temps, le nombre total d'analphabètes a subi également une augmentation dans le monde. L'éradication de l'analphabétisme chez les adultes et l'universalisation de l'enseignement primaire sont entravées par le taux élevé d'abandon dans les écoles et par l'analphabétisme de retour chez les adultes. Les programmes de postalphabétisation visent à arrêter cette rechute en assurant la rétention, l'application des compétences d'alphabétisation et la continuation de l'apprentissage. L'Institut de l'Unesco pour l'Education (IUE) mène des recherches en vue de stimuler les stratégies de postalphabétisation depuis 1980, mais trouve que malgré le besoin évident en la matière la plupart des projets ne prévoient pas de mesures de postalphabétisation dès leur début. Les programmes déjà lancés utilisent une gamme de stratégies que l'IUE a analysées sous 12 catégories. La délimitation exacte de l'étape de postalphabétisation au sein du continuum de l'éducation permanente diffère d'un projet à l'autre, et l'accent mis sur les progrès individuels ou sociaux dépend de la conception locale des buts du développement. L'article donne des exemples de programmes réussis et discute le défi de trouver des moyens de relever la participation et la motivation, d'assurer un financement suffisant, et d'utiliser d'une façon efficace et souple les facilités institutionnelles.

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What type of leader am I?: a training needs analysis of health library and information managers   总被引：1，自引：1，他引：0  

Sutton A  Booth A 《Health information and libraries journal》2012,29(1):39-46

Background: Leadership is a necessary facet of professional practice for health library and information managers (HLIMs). Several training needs analyses (TNA) in the health library and information services field have been conducted in recent years, all identifying a need for professional development in leadership skills. However, these previous TNAs have not focused on specific elements of leadership skills required by health library and information managers. Objectives: The National Library for Health (NLH) commissioned the School of Health and Related Research (ScHARR) at the University of Sheffield to conduct a TNA where HLIMs assess their current leadership skills and identify any future development needs in this area. The results would inform a programme of influencing skills workshops. Methods: HLIMs in the UK were invited to complete a self‐assessment online questionnaire. The questionnaire utilised items from Manning and Robertson’s Influencing Skills Style Profile (ISSP). This allowed the results to be characterised by influencing ‘style’. Results: HLIMs considered themselves to have strengths in the leadership areas of influencing, negotiating, managing change and delivering presentations to decision‐makers. They identified significant development needs in communicating with stakeholders, conflict resolution, using body language and being assertive. Most HLIMs demonstrated two collaborative styles identified by the ISSP, namely strategic collaborator and opportunistic collaborator. Conclusions: In difficult times, HLIMs may need to adapt to more of an ‘opportunistic‐battler’ influencing style. It is important that HLIMs not only assess their own leadership skills but also that they take opportunities to employ 360^° feedback, comprising assessment from subordinates, peers and supervisors.  相似文献   

Improving Spoken and Written English: From research to practice     

Simon Avery  Cordelia Bryan 《Teaching in Higher Education》2013,18(2):169-182

This paper will argue that skills development need be neither low-level nor mechanistic, but can be concurrent with, rather than detracting from, any typical English studies curriculum. It contextualises an innovative approach to teaching and learning, which has been developed at Anglia Polytechnic University over 3 years (January 1997 to December 1999). In particular, it describes a practical course entitled Varieties of Speaking and Writing, which aims to raise the standard of students' language awareness and use through the study of a variety of extracts from literary and non-literary writing. It addresses some fundamental pedagogical issues: how to improve undergraduate writing skills; how to train and assess undergraduates' speaking skills; and how to ensure that the acquisition of these advanced skills is relevant and enjoyable to undergraduates studying English Literature. Skills development viewed this way embraces fundamentally sound pedagogical principles, which are concerned with encouraging student autonomy and an appetite for life-long learning.  相似文献   

The Learner's Prior Knowledge: a Critical Review of Techniques for Probing its Organization     

Clive R. Sutton 《International Journal of Science Education》2013,35(2):107-120

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.  相似文献   

Swirling Students: Articulation Between A Major Community College District and a State-Supported Research University     

Alfredo G. de los Santos Jr.  Farah Sutton 《Community College Journal of Research & Practice》2013,37(12):967-981

As the country experiences a recession and institutions of higher education increase tuition to compensate for diminishing state support, the transferability of credits among and between institutions is essential to students seeking to earn a baccalaureate degree. Students, parents, and taxpayers cannot afford to pay twice for the same courses or for additional courses. In this environment, articulation becomes a very important issue, particularly when research has shown that a significant number of students enroll in more than one institution on their path to a degree. The focus of this article is the swirling students between the Maricopa Community Colleges and Arizona State University. Swirling students, also a national phenomenon, encounter a number of challenges that institutions need to address. The history of articulation agreements in Arizona was explored to provide insight into the transfer model available to students enrolled at the Maricopa Community Colleges and Arizona State University. The data revealed that the extent of student swirl is greater than initially anticipated and transcends beyond lower division coursework into the senior year. After considering the findings and conclusions based on the data, this article concludes that transparent institutional intentionality is imperative to effective articulation agreements that accommodate student swirl.  相似文献   

e-FOLIO: using e-learning to learn about e-learning     

Sutton A  Booth A  Ayiku L  O'Rourke A 《Health information and libraries journal》2005,22(Z2):84-88

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Working together: supporting projects through action learning   总被引：1，自引：0，他引：1  

Booth A  Sutton A  Falzon L 《Health information and libraries journal》2003,20(4):225-231

Recent years have seen tremendous growth in knowledge management projects within the NHS. Project staff must acquire rapidly a wide range of task-related skills. Conventional training courses may be inappropriately timed or unavailable to project staff. Action learning provides a group-based means of meeting skills deficits associated with project management and delivery. This paper describes an action learning set for project staff on five knowledge management projects within Trent Region. A brief evaluation aimed to identify most and least useful and most and least enjoyable features of the action learning set. Comments on the facilitation and the content of the action learning sessions are analysed. Action learning is feasible in meeting the training needs of project staff. It may also provide a means of meeting the shared learning needs of communities of practice within a virtual environment. Knowledge management does not merely involve management and delivery within innovative projects but also requires exploiting shared learning across projects.  相似文献