Competencies for learning design: A review of the literature and a proposed framework

The term ‘learning design’ is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including: learning theory and its applications, course design principles and procedures, use of media, use of different technologies, relevant business processes and so on. This paper briefly introduces a research project that investigated the field of learning design in the UK and elsewhere, and describes the production of a competency framework derived from the results of that research.     

Revisiting an Abandoned Practice: The Death and Resurrection of Collection Development Policies

Academic libraries have a long tradition of endorsing and creating written collection development policies to communicate, both internally and externally, their dynamic collection practices. As revealed by a literature search, academic libraries, over time, appear to have abandoned this practice. This article documents how Texas A&M University Libraries embraced the ambitious task of resurrecting written collection development policies and, as part of this process, assessed the current state of collection development, systematically planned for future collection growth, and identified emerging fields of research requiring additional collection support. This process also undertook the integration of collection development into the organizational culture of the libraries. Reflecting on this process, the authors present the case for creating and maintaining written collection development policies in academic libraries.     

Media-Related Works

Eugene P. Sheehy, comp. Guide to Reference Books (Chicago: American Library Association, 1976—$30.00)

Richard Kuhn, Susan Rumsey and Diane Willis, An Annotated Bibliography of Aspen Institute Publications (Aspen Institute Publishing Program Office, 360 Bryant St., P.O. Box 1652, Palo Alto, Calif. 94302—$4.00, paper)

Albert D. Talbott and Malcom S. MacLean, Jr., Use of Simulation and Games for Mass Communication Education: A Symposium (1974, 143 pp. spiral bound, $3.50, paper)

Hanno Hardt, ed. Experience and Learning: A Collection of Papers on Communication Education (Occasional Paper No. 1, 1976—$3.50, paper)

The Journal of Communication Inquiry: Essays in Honor of Malcom S. MacLean, Jr. (Spring 1976—$3.00, paper)

Conference on Culture and Communication: Program and Abstracts (Dept. of Anthropology, Temple University, Philadelphia, Pa. 19122—apparently free on request, paper)

The Popular Culture Scholar: A Journal of Theory and Analysis (Department of English, Frostburg State College, Frostburg, Md. 21532—exact price not known, but about $5.00 or $6.00 per year/quarterly)

John P. Robinson's How Americans Use Time: A Social-Psychological Analysis of Everyday Behavior (New York: Praeger Special Studies, 1977—no price given)

James D. Halloran, ed. Mass Media and Socialization: International Bibliography and Different Perspectives (International Association for Mass Communication Research, Center for Mass Communication Research, University of Leicester, 104 Regent Rd, Leicester, United Kingdom, 1976—price not given, paper)     

Health and Safety in the United Kingdom Higher Education Libraries: A Review of the Literature

The focus of this article is to review the literature relating to health and safety in UK Higher Education libraries. This will include an overview of the literature on accident theories and also the human element. Various key findings emerge from this analysis. Personal safety is achieved through self-responsibility, following guidelines and having a working knowledge of reporting procedures. A safety culture in the work environment is developed through a proactive approach on the part of management, the provision of information, training, and carrying out safety inspections. These inspections are aimed at preventing the environment from creating a situation where an accident could occur. There can never be a work environment in which no accidents will occur and best practice can only minimize the risk of accidents.     

Indian and English Children's Understanding of the Distinction between Real and Apparent Emotion

24 preschool and 24 school-entry children in Bombay, India, and 24 preschool and 24 school-entry children in Oxford, England, were tested on their ability to distinguish between real and apparent emotion in response to stories involving child-adult and child-child interactions. Younger Indian girls did better than younger English girls, and the data reveal effects due to age, culture, gender, and story type which suggest a more social model of the understanding of emotion than has been proposed by other researchers using this methodology.     

In the public interest: assessing expert and stakeholder influence in public deliberation about biobanks

Providing technical and experiential information without overwhelming participants' perspectives presents a major challenge to public involvement in policy decisions. This article reports the design and analysis of a case study on incorporating expert and stakeholder knowledge without including them as deliberators, while supporting deliberative participants' ability to introduce and critically assess different perspectives. Analysis of audio-recorded deliberations illustrates how expert and stakeholder knowledge was cited, criticized and incorporated into deliberations. In conclusion, separating experts and stakeholders from deliberations may be an important prima facie principle when the goal is to enhance citizen representation on technical issues and related policy.