Forward view: advancing health library and knowledge services in England          下载免费PDF全文

Sue Lacey Bryant  Helen Bingham  Ruth Carlyle  Alison Day  Linda Ferguson  David Stewart 《Health information and libraries journal》2018,35(1):70-77

This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration. To meet user expectations, health libraries must achieve sustainable, affordable access to digital content. Traditional tasks will progressively become mechanised. Alongside supporting learners, NHS librarians and knowledge specialists will take a greater role as knowledge brokers, delivering business critical services. They will support the NHS workforce to signpost patients and the public to high‐quality information. There is a need for greater efficiency and effectiveness through greater co‐operation and service mergers. Evaluation of service quality will focus more on outcomes, less on counting. These changes require an agile workforce, fit for the future. There is a bright future in which librarians’ expertise is used to mobilise evidence, manage and share knowledge, support patients, carers and families, optimise technology and social media and provide a keystone for improved patient care and safety.  相似文献   

Proceedings of the chemical section,of the Franklin Institute     

Wm.C. Day 《Journal of The Franklin Institute》1889,128(5):391

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ukolug State of the Art Conference,organized by the UK Online User Group. Held in conjunction with the Information Showcase Exhibition organized by Focus Events for the Institute of Information Scientists, 15–16 March 1988, The Barbican Centre,London     

Joan M. Day 《Health information and libraries journal》1988,5(3):191-192

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Report of the chemical section of the Franklin Institute     

Wm.C. Day 《Journal of The Franklin Institute》1890,129(2):165-167

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Committee on Science and the Arts     

Wm.C. Day 《Journal of The Franklin Institute》1890,129(2):162-165

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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   

Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools     

Allan Luke  Karen Dooley  Annette Woods 《The Australian Educational Researcher》2011,38(2):149-166

This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke 1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools.  相似文献   

Editorial     

Christopher Day 《Teachers and Teaching》2013,19(2):123-125

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Schools as learning communities: Building capacity through network learning     

Christopher Day  Mark Hadfield  Marion Kellow 《Education 3-13》2013,41(3):19-22

This article reports on the results from a study which investigated the impact of guidance given in writing tasks on children's writing performance. Six hundred eleven year olds completed writing tasks with varying content and structural support and their writing was analysed for purpose and organisation, style, spelling, clause structure, word class, paragraphing and punctuation. The aim was to find out if support facilitated better writing and if the type of support had differing effects. The findings suggested that the support did not significantly affect performance in narrative and persuasive writing. Possible implications and initial indications from a follow-up qualitative study of children's thinking are discussed.  相似文献   

The role of children's informal talk in their writing     

Thérèse Day 《Irish Educational Studies》2013,32(1):223-234

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