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261.
Liz Lyon 《New Review of Academic Librarianship》2016,22(4):391-409
This article presents a case study where students aspiring to professional library roles who need to understand diverse disciplinary research data practices are placed in a laboratory with domain researchers during an immersive module within graduate MLIS programs at the School of Information Sciences (iSchool), University of Pittsburgh. A qualitative analysis of evaluation commentary from faculty researchers and MLIS students demonstrates their positive bilateral learning experiences. The potential extension of the immersive model for the delivery of research data services directly to researchers at their point of need is explored and a connection made with the established concept of an informationist, as a medical library specialist working in a clinical setting. The re-engineering challenges for academic libraries in operationalizing the immersive model for research data services are articulated, together with the challenges for iSchools in building workforce capacity and capability for immersive team science. 相似文献
262.
Liz Bondi 《Gender and education》1991,3(1):87-90
Anna Maria Piussi's article “towards a pedagogy of sexual difference: education and female genealogy”, Gender and Education, 2, (2) 1990, is criticised on the grounds that it ignores differences between women, and that it fails to challenge the construction of gender as a binary opposition. An alternative interpretation of the relationship between the gendering of knowledge and women's subordination is put forward, and marshalled, in support of a feminist pedagogy that deconstructs the equality‐difference antimony. 相似文献