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61.
21世纪的图书馆是广域图书馆 总被引:14,自引:1,他引:13
最近10年,图书馆员与信息专业人员都在讨论或担忧,在21世纪数字时代的环境下,图书馆将变成怎样的形式和世人见面,以及为社会大众所接受.笔者试图以广域图书馆(metalibrary或libraries at large)的名称为新世纪的图书馆命名,以解说在信息技术、服务政策、知识管理、和整体经济效益各方情况下的新世纪图书馆发展背景与展望. 相似文献
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千禧年初复合图书馆的服务及发展策略 总被引:78,自引:4,他引:74
在迎接新千禧的前后数年之间,大多数图书馆必须同时承担数位(即数字)图书馆和传统图书馆的社会功能与角色;图书馆员也必须同时熟悉传统典藏与数位典藏,并要提供具有传统服务与数位服务两种性质的服务。 相似文献
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This study explored the predictability of friendly, cooperative behavior of school children over a 5-week period. The basis for the predictions was the children's others-concept, as measured by the Paired Hands Test. Structured observations of groups of children working together on assigned tasks were made during five consecutive weekly sessions, each lasting approximately 15 minutes. The observations were obtained by recording each session and categorizing verbal statements as to their task-relatedness and friendliness. This procedure allowed comparisons between children with high and low others-concepts with respect to these behaviors. In three tasks out of five the high others-concept children showed a higher frequency and greater proportion of task-related and friendly behaviors. The tasks which best differentiated between children with high and low others-concepts were those which seemed to be the most challenging and exciting, and which called for the highest degree of group cooperation. The study demonstrated how friendly and cooperative interactions among small groups of children are influenced by a combination of their others-concept and situational factors. 相似文献
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Karl D. Hostetler 《Educational Philosophy and Theory》2016,48(2):179-190
In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons’ welfare, for them to do well. This entails that good teaching is more experienced-based than research-based. Ultimately, it is life experience that provides for teachers’ ability to see well. 相似文献
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