Library and Informatics Skills Competencies Statements from Major Health Professional Associations

Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium <https://repository.unm.edu/handle/1928/15363> that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula.     

The Difficult Patron Situation

Summary

Problem/difficult patron incidents that occur in libraries are on the rise. Library administrators and library employees have attempted to decrease the number of incidents by providing staff training and formulating policies and rules to control the situation. The purpose of this article is to share the proactive steps that the Education and Behavioral Sciences Library, Penn State University Libraries, took to prevent or decrease the incidences of difficult patrons as the library prepares to relocate. The focus was on assisting the frontline staff members, who work on the reference desk, to acquire the competencies they need to provide consistent quality reference services to patrons, and to reduce incidences of unsatisfied, difficult, and problem patrons.     

Competency-based Professional Development

ABSTRACT

Professional development can be a challenge for LIS professionals upon leaving graduate school and entering the work force. Engaging in an ongoing self-assessment of core competencies can assist LIS professionals in meeting their career goals. The Multi-Subject Learning Survey (MSLS) was administered to practicing librarians for a self-assessment of their abilities. Responses were analyzed through SPSS software to ascertain levels of ability in eight categories. A t test was performed for any significant differences between the groups of librarians. The survey was effective in identifying skills for improvement. Potential use by administrators for professional development and career planning were identified.     

Improving classroom dynamics to support students' learning and social inclusion: a collaborative approach

In this article, Mary Doveston and Marian Keenaghan discuss their work with teachers and students in developing more effective and satisfying interpersonal relationships in the classroom. Their approach focuses on increasing the capacity of a classroom community to address and measure its progress in the social and emotional competencies which that community has identified as being important. The principles of Appreciative Inquiry and Solution Focused Thinking underpin their approach to working with students and teachers, with the researchers supporting teachers to facilitate student participation in a process which they have described as ‘Growing Talent for Inclusion’ (GTi).     

核心素养视角下高校辅导员政策变迁述论--基于NVivo11的政策文本分析

以辅导员核心素养的内涵界定为逻辑起点,构建分析框架,运用Nvivo11质性分析软件分析国家政策对辅导员核心素养在不同发展阶段的不同要求,同时从辅导员道德素养、能力素养、知识素养上提出建议:注重突显辅导员职业特点的“道德素养”的政策制定理念、建立辅导员能力素养评价机制、构建以“知识素养”为基础的培养体系。     

Just add hours? An assessment of pre-service teachers’ perception of the value of professional experience in attaining teacher competencies

This study compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students’ tertiary teacher education in preparing them for classroom teaching.     

基于英语写作测试样本分析的学科育人思考

写作是语言运用能力的反映,更是人文素养的重要体现。剖析初中学生英语写作所体现的思想内容,对学生核心素养发展及品德教育具有现实意义。本研究基于北京师范大学中国基础教育质量监测协同创新中心区域教育质量监测项目的测试数据,分析48份初中学生英语写作样卷,揭示学生在语用意识与语言礼仪、国际视野与跨文化理解、尊重与自重、学习态度与兴趣以及学习策略与自我效能等方面存在的问题,并提出教学与评价建议,以期为学生核心素养及品德教育提供启示。     

面向艺术学科核心素养培养的实践教学模式研究

提出了面向艺术学科核心素养培养的实践教学体系构建策略,重点探索了艺术学科核心素养的内涵界定与系统描述。通过扎根理论的质性研究方法,解析得出艺术学科核心素养的要素构成。以获取的核心素养要素作为艺术实践教学体系改革的指引和目标,按照"知识+实践=素养"的原则,分别提出了课程体系构建策略、实践体系构建策略以及支撑体系构建策略。为了解决实践教学中知识获取与转化的问题,提出一种基于建构主义教学学习理论的多层级任务节点驱动的知识获取和转化路径。实践教学结果表明,学科核心素养与其关键能力在艺术学科实践教学体系、人才培养模式方面起着引领和触发作用,有利于促进素养培养的教学研究与改革的实施。     

Dealing with complex and ill-structured problems: results of a Plan-Do-Check-Act experiment in a business engineering semester

Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year’s semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process.