Cultural Competence: Toward a More Robust Conceptualisation     

Fiona Blackburn 《Public Library Quarterly》2020,39(3):229-245

ABSTRACT

This article revisits LIS literature about cultural competence. It is not the prominent topic it was but is still considered important for addressing diversity, and is still criticized for obscuring racism and power structures in librarianship and society. Articles published in the last four years suggest, however, that library and information studies educators are teaching to engage with these issues. The cultural competence conceptual framework, specifically the environmental domain, can be recast to incorporate engagement with race and power. This more robust framework would enable culturally competent professionals to do more than accommodate difference.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2021,48(4):412-416

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When it looks and walks like an ant     

Fiona R. Cross  Robert R. Jackson 《Learning & behavior》2018,46(2):103-104

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Scottish toolkit for knowledge management     

Caldwell L  Davies S  Stewart F  Thain A  Wales A 《Health information and libraries journal》2008,25(2):125-134

BACKGROUND: Using specific examples, this paper describes the tools, methods and resources used to develop Managed Knowledge Networks (MKNs) within the NHS Scotland e-Library (http://www.elib.scot.nhs.uk). MKNs help to complete the knowledge management cycle by providing a place to share the learning and discuss the evidence for practice through combining the use of the published material (explicit knowledge) with the experience and knowledge held by individuals, communities and organizations (tacit knowledge). OBJECTIVES: First of all, this paper outlines the e-Library infrastructure, which provides an inter-operable framework to manage the published knowledge using a metadata management system; and a knowledge-sharing tool to support the development of MKNs. It then covers the various stages involved in developing an MKN: gathering and analysing information needs in a variety of ways; presenting and organizing the resources and services for the users as identified in the needs analysis; managing the tacit, personal and local knowledge. CONCLUSION: The toolkit described enables the Knowledge Services Group to take the needs of users, transcribe these into Specialist e-Libraries to provide access to the published information and to support this with accessing and sharing the knowledge of colleagues via MKNs.  相似文献   

Delivering information skills training at a health professionals continuing professional development conference: an evaluation          下载免费PDF全文

Aoife Lawton  Padraig Manning  Fiona Lawler 《Health information and libraries journal》2017,34(1):95-101

In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post‐workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S.  相似文献   

Introduction: Women,Sport and History in Australia and New Zealand     

Fiona McLachlan  Jennifer Curtin 《国际体育史杂志》2016,33(17):2069-2070

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‘The right book to the right child at the right time’: Primary Teacher Knowledge of Children's Literature     

Fiona M. Collins 《Changing English: An International Journal of English Teaching》2008,15(4):415-422

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Less administration: Better Science     

Derek M. Jamieson  Larry P. Milligan 《Tertiary Education and Management》2013,19(1):102-106

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2013,40(4):152-153

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COPING WITH PHYSICAL VIOLENCE: SOME MORE SUGGESTIONS     

John Jamieson  David Leadbetter  Brodie Paterson 《Emotional and Behavioural Difficulties》2013,18(3):3-11

Essentially a re‐write of Jamieson (1984) ‘Coping with Physical Violence: some suggestions’, this paper attempts to up‐date practice on the subject of dealing with potentially aggressive and certainly very troublesome EBD children and young people. It takes as its starting point that there are no ‘quick fixes’ for challenging behaviour but still manages to list a number of valuable guidelines which at least some of the time, in some circumstances, will work for some children. In addition to commenting on how to deal with acting‐out behaviour of an extreme sort, or better still to prevent it occurring in the first place, an attempt is made at providing a framework for understanding aggression and violence. An interactive model of challenging behaviour is favoured. Some of the guidelines are simply a rehash of those in the 1984 paper while others are new and tackled from an altogether different perspective. Although it is written primarily with teachers and care staff in mind, it is equally applicable to workers in any setting where children are being looked after in groups.  相似文献