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Jen Rajchel 《College & Undergraduate Libraries》2016,23(2):193-203
In this article we explore Who Killed Sarah Stout? A Participatory Exhibit as a case study exploring how a multimodal approach to publishing special collections may facilitate dynamic engagement with historical evidence. Stout's murder in 1699 remains unsolved; framing the exhibit as a murder mystery, we consider several key goals: promoting critical engagement and use of primary source collections, advancing curricular and cocurricular learning, developing multimodal exhibitionary practices, creating learning opportunities through hybrid exhibitions, leveraging technology to generate new knowledge, and gaming as a mode of scholarly inquiry. The findings proved almost as interesting as the case itself. 相似文献
93.
Universities are engines of the knowledge-based economy, both as sites of knowledge production and exploitation. Over the
past two decades a “Third Mission” for universities has been articulated, alongside teaching and research; and this third
mission is understood as commercial engagement. While growing literatures on the entrepreneurial university and university
entrepreneurship have emerged, they are broadly conceptualized and overly fragmented. In this article we advance the concept
of entrepreneurial architecture as an analytical framework to understand the organizational dynamics of the contemporary university
and fuse two dominant discourses on the entrepreneurial evolution of higher education. We offer a pragmatic approach for institutions
to respond to the challenges of the Third Mission. 相似文献
94.
Words on the screen: broadening analyses of interactions among fanfiction writers and reviewers 下载免费PDF全文
Young fanfiction writers use the Internet to build networks of reading, writing and editing – literacy practices that are highly valued in schools, universities and workplaces. While prior research shows that online spaces frame multiple kinds of participation as legitimate, much of this work focuses on the extensive contributions of exceptional young authors. In this paper, we foreground the contributions of fanfiction reviewers and focus on their interactions with writers, exploring their communicative literacy practices and hypothesising about how we can make their reading and writing more visible and more effectively consider their learning practices. To do so, we conducted a linguistic analysis of fanfiction review comments on two sites, FanFiction.net and Figment.com. While fanfiction readers provide writers with an authentic audience for their creative work, our findings indicate that the review comments that they leave generally do not offer specific feedback regarding the craft of writing. For this reason, we argue that teachers' expertise is still needed in the difficult task of developing young adults' composition, peer review and critique skills. 相似文献
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