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Student perceptions of the information professions and their master's program in information studies
Joan M. Cherry Wendy M. Duff Nalini Singh Luanne Freund 《Library & information science research》2011,33(2):120-131
Library and information (LIS) education is undergoing a major transformation. During this time of change, there is a pressing need for data from all stakeholder groups to support strategic decisions within individual schools and across the discipline as a whole; students are a key stakeholder group. This paper reports on a 4-year study of master's students enrolled in an institution undergoing a transition toward an iSchool. The self-administered questionnaire was distributed to students enrolled in the Master of Information Studies program at the University of Toronto eight times: to incoming students in the fall term for 4 years, and to the entire student body in the spring term of those same years. The data collected from approximately 1000 questionnaires indicate that students arrive excited about the information professions and optimistic about employment opportunities. As they progress through the program, however, many are not satisfied with professional aspects of their program. They want courses that prepare them for their first professional position, and opportunities to gain experience, which they believe will increase their employability. The data from the 4-year period revealed fluctuations over the years, which indicates the value of examining longitudinal data. 相似文献
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Wendy Duff 《Archives and Museum Informatics》1996,10(4):326-351
This article reports on a research study that tested the effect of statements of “ literary warrant ” on lawyers, auditors
and information specialists’ evaluations of a set of functional requirements for electronic evidence. It found that legal
statements can increase the rating of importance of some of the functional requirements. Its results also provided evidence
that differences in subjects professional backgrounds and their computer knowledge can affect the ratings of importance the
subjects gave to the functional requirements.
This study was completed as part of the requirements for the author’s doctoral program. It has benefited immensely from the
insightful comments received from members of her doctoral Committee: Richard Cox, Margaret Hedstrom, Edie Rasmussen, and Steven
Hirtle. David Bearman first purposed the concept of “ literary warrant ”, and this study has also profited greatly from his
wise advice. 相似文献
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Alistair S. Duff 《The Information Society》2005,21(1):67-71
This article explores the relevance of social engineering for the postindustrial epoch. The concept of social engineering has been dormant in recent years, stained by the behavior of police states in the 20th century. Yet stripped of its excesses, social engineering still represents a defensible moral and political enterprise. What is needed for the 21st century, however, is a chastened, deontological theory of social engineering, one that accepts the inviolability of the person while still pursuing ambitious long-term teleological strategies through state action. For its content, progressive information society policy should revisit the ethical norms developed by the left-liberal tradition, as articulated by the late John Rawls and others. The article concludes that the information age offers a new opportunity to engineer a just social order, or, at any rate, that the policymaking community needs to reevaluate the idea of social engineering. 相似文献
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ABSTRACTBelonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families. 相似文献
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Over the last 20 years, humanities and archival scholars have theorized the ways in which archives imbue records with meaning.
However, archival scholars have not sufficiently examined how users understand the meaning of the records they find. Building
on the premise that how users come to make meaning from records is greatly in need of examination, this paper reports on a
pilot study of four book history students and their processes of archival meaning-making. We focus in particular on behaviors
of an interpretive rather than forensic nature. This article includes a discussion of the theoretical concepts and scholarly
literature that shaped our goals for this paper. It then discusses the methodology and our interpretations of the research
findings, before turning to a discussion of the findings’ implications and directions for future work. 相似文献
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How do we know when students have learned? is an important question. By way of a narrative example of a classroom lesson, the Essentialist philosophy is described. This philosophy is teacher-directed and lacks any inherent requirement for student understanding. Rather, a teacher delivers the required information, and students absorb then give back what was delivered. Five missing characteristics of learning—understanding, thinking, problems, questions, and feedback—from the narrative classroom are briefly discussed, and a student-centered philosophy is presented, which has the ability to support and sustain learning that is rich, substantial, and meaningful. 相似文献
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