Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought

Understanding imagination as both a cognitive and affective endeavor is crucial in order for educators to promote creative and imaginative thinking in informal and formal learning environments. It is the primary aim of this paper to develop the theoretical discussion of Vygotsky’s writings on young children’s imaginative abilities launched by Gajdamaschko (Teach Educ 16(1):13–22, 2005) and Lindqvist (Res J 15(2&3):245–251, 2003). This paper illustrates Vygotsky’s writings on the cognitive processes involved in children’s imagination and creativity and concludes with a discussion focused on the components of an educational environment that can either support or stifle children’s imaginative abilities. It is through this continuing discussion that, as researchers, we hope to extend and challenge current conceptions of the role of imaginative thinking in early education.     

Scaffolding literacies across the Bachelor of Education program: an argument for a course‐wide approach

Contemporary teacher educators often find themselves teaching large numbers of students from increasingly diverse backgrounds an expanded curriculum in a university environment characterised by cost‐cutting and a climate of “user pays”. Ensuring that students graduate with sufficiently well‐developed literacy skills to equip them to prepare future generations for the complex literacy requirements of contemporary society can be challenging. Informed by data from a longitudinal, qualitative study of 10 students' literacy development across the four years of a Bachelor of Education course, we propose a range of strategies that can be used to develop effective literacy practices. Through careful mapping of the assessment requirements over a four year degree, and by setting tasks which require students to engage with complex reading material and which offer a high degree of challenge coupled with adequate support, staff can assist students to develop the range of literacy practices required for success at university and in their future teaching careers.     

Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review

This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence supporting a variety of approaches, which fell into two main categories: comprehensive approaches, which include phonemic awareness, phonics, and other skills along with child-initiated activities, and developmental-constructivist approaches that focus on child-initiated activities with little direct teaching of early literacy skills. Inclusion criteria included use of randomized or matched control groups, evidence of initial equality, a minimum study duration of 12 weeks, and valid measures of literacy and language. Thirty-two studies evaluating 22 programs found that comprehensive early childhood programs that have a balance of skill-focused and child-initiated activities programs had significant evidence of positive literacy and language outcomes at the end of preschool and on kindergarten follow-up measures. Effects were smaller and not statistically significant for developmental-constructivist programs.     

What does it mean for teachers to be data literate: Laying out the skills,knowledge, and dispositions

This article reports on the evolution of a conceptual framework for a construct called data literacy for teachers. Data use has become an emphasis in education but few educators have received sufficient training or preparation pertaining to data literacy skills. This article lays out the framework, identifying the specific knowledge, skills, and dispositions teachers need to use data effectively and responsibly. It concludes with a call to schools of education and teacher preparation programs to begin to integrate data literacy into curricula and practical experiences.     

我国数字图书馆的发展现状与对策

从现阶段来看，我国图书馆馆藏的数字化虽已初具规模，但并不完善，主要在技术研发、资金投入、人才、标准化等方面还存在问题。只有加大对图书馆数字化建设的资金投入，提高馆员素质，提升管理水平，建立科学的信息评价机制，与国际接轨，才能使图书馆数字化建设适应时代发展，为我国的文化建设作出更大贡献。     

Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing

Abstract

While leisure writing may help children to acquire writing skills, it can also be considered as an inherently valuable cultural activity. This study explores how children’s beliefs may explain to what extent children are inclined to leisure writing and if there are any gender differences. Building on preliminary scale development work, we analysed data from 963 third-graders. Variables included (a) the intrinsic value attached to leisure writing (b) preceding behavioural, normative, and control beliefs related to these activities, and (c) the level of leisure writing. In a structural equation model, the preceding beliefs were applied as explanatory variables for the intrinsic value. Intrinsic value, in turn, explained a large proportion of variance in children’s leisure-writing activities. Gender differences in leisure writing were mediated by intrinsic value. Significance of intrinsic value and preceding beliefs regarding leisure-writing activities are discussed.     

近代英国民众文化水平提升的宗教因素考察

在近代英国,民众识字率有所增加,普通人整体的文化水平有所提升。宗教因素在其中发挥了重要作用。宗教热情是近代英国普通民众学习读写技能的根本动力之一;宗教势力对于培养民众的初级读写能力功不可没;民众初等教育的兴起是多种宗教组织争夺下层信徒的伴生物。     

Ways with Visual Languages: Making the Case for Critical Media Literacy

Teaching is a stressful profession. The causes are many but solutions are available to help the teacher cope. The author offers thirteen practical suggestions to manage stress.     

浅议高校采访馆员的素养

采访馆员的素养高低直接影响着资源建设质量.从采访馆员的任职资格、专业素养、必备技能、文化修养等方面入手,讨论了采访馆员的个人修养,并提出了提升采访馆员素养的途径与方法.     

Exploring the Cautionary Attitude Toward Wikipedia in Higher Education: Implications for Higher Education Institutions

This article presents the research findings of a small-scale study which aimed to explore the cautionary attitude toward the use of Wikipedia in the process of learning. A qualitative case study approach was taken, using literature review, institutional documentation, and semi-structured interviews with five members of academic teaching staff from a UK Business School. Analysis found the reasons for the cautionary attitude were due to a lack of understanding of Wikipedia, a negative attitude toward collaborative knowledge produced outside academia, and the perceived detrimental effects of the use of Web 2.0 applications not included in the university suite.