LIS Training for Support Staff: An Initial Review of Associate's and Certificate Programs In The U.S.     

Kim Leeder Reed 《图书馆管理杂志》2013,53(3):317-325

ABSTRACT

The author presents the results of a review and analysis of thirty-five colleges and universities in the United States that currently offer an Associate's degree and/or vocational certificate(s) in Library and Information Science. These programs, which are geared primarily to existing library support staff who seek additional training, have been created independently of each other and without a national standard to guide the curriculum. Although the American Library Association-Allied Professional Association's Library Support Staff Certification offers guidelines for the educational content of Associate's level LIS programs, a comparison reveals significant gaps. Furthermore, the ALA-APA program currently approves courses at only three institutions in the nation, and certifies graduates from only fourteen. The author identifies areas of misalignment between the Library Support Staff Certification and existing LIS programs and suggests directions for future improvement.

Column Editor’s Note Community college libraries are deeply underrepresented in the professional literature and organizations of academic librarianship. As a result, the challenges and successes that take place in the community college world are largely invisible to others. This JLA column lifts the curtain to reveal the uniqueness of community college libraries as described by their most passionate advocates: the librarians who work there. Articles in this column pay tribute to the commitment and creativity of community college librarians by providing a platform where they can share their professional perspectives and stories. Want to write for this column? Interested authors are invited to submit articles to the editor at kimreed@cwidaho.cc.  相似文献   

Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms     

Phil Seok Oh  Kyoung Suk Kim 《International Journal of Science Education》2013,35(9):1590-1624

While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.  相似文献   

What Teachers of Science Need to Know about Models: An overview     

Phil Seok Oh  Sung Jin Oh 《International Journal of Science Education》2013,35(8):1109-1130

The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms.  相似文献   

Empowerment as an entitlement in the post‐16 curriculum     

Phil Hodkinson 《课程研究杂志》2013,45(5):491-508

  相似文献   

The Pain     

Phil Glosser 《Quest (Human Kinetics)》2013,65(2)

  相似文献   

Why Me?     

Phil Glosser 《Quest (Human Kinetics)》2013,65(2)

  相似文献   

Individuals,Communities of Practice and the Policy Context: School teachers' learning in their workplace   总被引：2，自引：2，他引：0  

Phil Hodkinson  Heather Hodkinson 《Studies in Continuing Education》2013,35(1):3-21

Current theorising about learning at work comes from a predominantly participatory perspective, emphasising the social and communal dimensions of learning. This paper seeks to develop such a perspective further, devoting particular attention to the interrelationships between individual worker dispositions to learning, community of practice and wider organisational and policy contexts. This is done through the case study examination of the learning of one secondary school teacher, and of the art department of which she was part.  相似文献   

The influence of reputation information on the assessment of undergraduate student work     

John Batten  Jo Batey  Laura Shafe  Laura Gubby  Phil Birch 《Assessment & Evaluation in Higher Education》2013,38(4):417-435

The present study employed an experimental design to examine the influence of knowledge of a student’s previous performance and the general quality of their writing style on the assessment of undergraduate student work. Fifteen sport and exercise physiology academics were asked to mark and give feedback on two final year undergraduate student essays. The first student essay that participants marked was a control essay. The second essay was the target essay. Participants read one of three student reputation profiles (positive, negative or neutral) prior to marking this essay. Kruskal–Wallis tests for difference indicated that the marks awarded to each essay did not significantly differ between the three student reputation conditions. Thematic analysis of the target essay also revealed no apparent differences in the way in which feedback was presented across the three student reputation profiles. It was therefore concluded that non-anonymous marking did not induce marker bias in this instance.  相似文献   

Access and individualisation: Empire State College's response to dispersed adult learners     

Reed Coughlan  Christopher Rounds  M. Crystal Scriber 《Open Learning》2013,28(2):50-55

  相似文献   

The determinants of academic research commercial performance: Towards an organizational ambidexterity perspective     

Yuan-Chieh Chang  Phil Y. Yang  Ming-Huei Chen 《Research Policy》2009,38(6):936-946

This paper examined the relationship between organizational ambidexterity and research commercialization in universities. The paper develops two types of organizational ambidexterity: structural ambidexterity and contextual ambidexterity that influence research commercialization. Through a dataset of 474 academic patent inventors in Taiwan, the results revealed structural and contextual ambidexterity factors are patenting-, licensing- and start-up-specific. Despite both types of ambidexterity are complementary in patenting and licensing, contextual ambidexterity outperform structural ambidexterity in fostering university start-up equity participation. To promote academic research commercialization, it is necessary to build up a university as a dual structural organization that allows pursuing research excellence and research commercialization at the same time.  相似文献