The development of children's ability to fill the gaps in their knowledge by consulting experts

This research investigated children's ability to recognize gaps in their knowledge and seek missing information from appropriate informants. In Experiment 1, forty-five 4- and 5-year-olds were adept in assigning questions from 3 domains (medicine, firefighting, and farming) to corresponding experts (doctor, firefighter, or farmer). However, when given the options of answering the same questions themselves or assigning them to an expert (Experiment 2), only 6-year-olds were consistently able to recognize when they did not know answers and then assign test questions correctly. Four- and 5-year-olds tended to overestimate their own knowledge or assign questions to the wrong expert. This result was replicated in Experiment 3, in which 5-year-olds were given incentives for correct answers.     

The effectiveness of nurture groups: a systematic review

Children with emotional difficulties often experience problems at school in terms of academic progress and within peer relationships. They are also more likely to continue to experience emotional problems in their adult lives. Nurture groups (NGs) were developed in the 1960s by the educational psychologist Majorie Boxall and their aim is to improve the emotional well-being of children who are struggling, through providing them with reparative attachment experiences. This review aims to evaluate the effectiveness of NGs. Eleven papers examining the effectiveness of NGs were included, as well as two papers which explore the particular communication styles adopted by NG teachers. There was evidence that NGs are effective in improving the emotional well-being of children, but there is a need for higher quality and longitudinal research. There is a paucity of research into secondary school NGs. The review highlighted the NG teachers’ use of more positive verbal and non-verbal behaviour. Implications for future research are discussed.     

Framing the Revolution: Circulation and Meaning of The Revolution Will Not Be Televised

This article analyzes the circulation and contingent social production of meaning of The Revolution Will Not Be Televised, the documentary film that chronicles the 2002 coup d'état in Venezuela and its dramatic reversal. Drawing on interviews and observations with distributors and activists in New York City in 2004 and ethnographic fieldwork with community media producers in Caracas between 2003 and 2007, I explore how social actors contribute to the ongoing production of Revolution's impact. In this multisited account, I argue that the work of activists and distributors to frame the importance and authenticity of Revolution has been vital in molding debates and facilitating public discussion not only about Venezuelan politics but also about the role of media producers in shaping truth. This article draws attention to the ironies and complexities that filmmakers, distributors, and activists face when they use documentary film to challenge mediated depictions of the historical world.     

World Trade Organization (www.wto.org)

This study compares business librarians' information literacy practices and perceptions in response to the publication of the Information Literacy Competency Standards for Higher Education and Framework for Information Literacy for Higher Education. Business librarians from AACSB-accredited institutions were surveyed in 2003 following the publication of the Standards and in 2015 following the publication of the Framework. This article discusses changes in business information literacy practice, including the use of professional guidelines, collaboration, and assessment activities over 12 years.     

Aboriginal Environmental Wisdom,Stewardship, and Sustainability: Lessons From the Walpole Island First Nations,Ontario, Canada

Generally speaking, environmental education teaching, research, and practice have been informed by the traditions of western, Euro-centric culture. In this context indigenous perspectives are often marginalized, maligned, and perceived to be unscientific and therefore inferior. This essay adds to the growing body of literature exploring aboriginal indigenous environmental epistemologies and responsible human interactions with the natural environment. The paper provides a Canadian context as it examines the environmental philosophy and attitude of a Canadian First Nations community to the natural environment grounded in the lived experiences of adults, children and elders from the Walpole Island First Nation. We make the argument that while not a panacea, Aboriginal environmental epistemologies hold lessons for teaching environmental stewardship and sustainability behavior in mainstream classrooms.     

Exploring Early Years educators' ownership of language and communication knowledge and skills: a review of key policy and initial reflections on Every Child a Talker and its implementation

This article examines four significant policy documents that have informed the Department for Children School and Families (DCSF)' s Every Child a Talker (ECaT). The analysis focuses on where the ownership of knowledge in relation to communication and language lies as part of policy implementation and training processes. The article then progresses to focus on ECaT, exploring whether it contributes anything new to promote a sustainable development of communication and language for educators and young children. It focuses on the development of educators' specialist knowledge and skills supported by critical reflection on relevant theory and research. In doing so, European perspectives on pedagogy are explored. The article concludes with discussion of possible implications for ECaT and its implementation.