聚焦设计:实践与方法(上)——美国“以学生为中心”的本科教学改革研究之三

本文是美国"以学生为中心"的本科教学改革研究之三,主要介绍在这场改革中美国学者和教师创造的行之有效的实践和方法。全文共九部分。第1~3部分介绍相关文献、科学基础和大学教学有效性双因素假设。第4~6部分介绍由科学研究、受生活与职业发展影响和由经验总结而产生的实践与方法。第7部分是SC方法论,讨论了"SC方法树"、"3650"框架和5个"方法论误区"。第8部分是关于SC改革的未来,介绍了颠覆性创新概念和两所创新性学校。文章特别强调了设计在课堂教学模式改革中的核心作用。好的设计能把SC原则贯穿教学实践,能结合学生实际,促进学生有效学习。由于原文较长,故分为上下篇发表。上篇包括前四部分,下篇包括后五部分。     

当代媒介文化背景下大学生媒介素养培养探析

我国当代媒介文化呈现价值取向多元化的特点,拓宽了当代大学生视野的同时,也给处在价值观形成阶段的大学生产生了负面影响。近年来,我国大学生在媒介文化消费和传播中暴露出诸多不良行为,充分说明当代大学生媒介素养水平亟待提升。培养大学生媒介素养应以社会主义核心价值观为价值导向;以促进学生发展为根本宗旨;以批判性思维为重要抓手。推进我国大学生媒介素养培养应抓住以下三个方面:确立媒介素养课程目标,借鉴美国一流大学经验、立足我国国情,课程目标应涵盖批判性思维、合作沟通、媒介鉴赏、信息获取分析、创造媒介产品、信息技术运用,以及坚持以社会主义核心价值观为导向、坚持文化自信;开发媒介素养课程内容;加强大学教师媒介素养的在职培训。     

Mandatory Student Fees and the Academic Library

As academic libraries' budgets remain flat while their expenditures rise, library leaders must seek out alternative sources of funding. One option is a mandatory student fee dedicated to the library. This article presents the results of a survey of 152 deans and directors of public R1 and R2 research universities that were asked whether their libraries benefit from mandatory student fees. While a library-specific fee is unusual, nearly half of responding libraries are eligible to receive some portion of another mandatory student fee. Study results can serve as evidence for libraries preparing to make a case for the significant, positive impact possible through even a modest library fee.     

More Than Just a Student Voice: Facilitating Student Leadership Development Through the Library Student Liaison Program

This article explores how the library-student liaison program at Eastern Washington University (EWU) Libraries has evolved into an opportunity for students to develop leadership skills. Originally designed to foster better communication between the EWU Libraries and students enrolled at the university, we recognized that the process of achieving established goals for the program provided a vehicle for students' leadership-skill development. To facilitate the leadership process, librarians employed the Social Change Model. Designed specifically for college students, this model engages the student to develop individual capacities to strengthen group activities that foster positive changes in the community and society.     

The “Free Press” of Unionized Journalists and Students

This paper outlines a history of the union organizing of the American Newspaper Guild at Thomson Newspapers’ Peterborough Examiner in Canada from 1968 to 1969. It examines the communication tools that union members used to facilitate this labor organizing and “bite back” at the profitable Thomson chain. Peterborough newsworkers went on strike from November 1968 to April 1969 over union recognition. During the strike, the union members built an unprecedented alliance with Ontario university students, collaboratively launching a strike newspaper called the Peterborough Free Press. Expanding on the concept of temporary labor convergence, this paper considers how strike newspapers can be seen as a form of alternative journalism that newsworkers use as a campaigning tool to communicate their struggles to the public and put pressure on news corporations to bargain with them. This case study is situated in the local institutional contexts of labor relations at the Peterborough Examiner and the news industry in Peterborough, where Thomson Newspapers had a media monopoly. It is based on labor standpoint and signal juncture analyses of union archival documents and newspaper content. The research ultimately suggests that newsworkers should not only focus on communication tools but also build bridges with community members.     

论当代大学生民族观教育

当前国际局势复杂多变,国内发展矛盾显现,人们的思想认识和价值趋向多元化,大学生对中华民族精神和传统文化精神淡化,而对西方的诸如节日文化、自由精神的追逐与趋同化日渐突出。为此,围绕高校大学生这一特殊群体展开马克思主义民族观的教育与引导,其问题的必要性、紧迫性和重要性不容忽视。     

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.     

Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation

The study examined current practices in Classical Chinese (CC) reading instruction in Hong Kong and the relationship between different instructional practices and students' strategy use and motivation in CC reading. A total of 519 secondary students voluntarily responded to a questionnaire that measured their perception of CC reading instruction, strategy use, and motivation. The findings indicate while teachers frequently teach both the language and content aspects of CC reading, the teacher-centered approach they are now adopting is ineffective in facilitating students' CC reading development. Relations between different instructional approaches and students’ strategy use and motivation in CC reading are discussed.     

European standards for quality assurance and institutional practices of student assessment in the UK,the Netherlands and the Czech Republic

This article analyses the student assessment procedures of 12 universities in the UK, the Netherlands and the Czech Republic with respect to their alignment with the European standards and guidelines on the quality of assessing higher education students (European Standards and Guidelines for Quality Assurance [ESG] 1.3). Based on qualitative methodology combining document review with semi-structured interviews, the analysis has yielded three major results. First, the assessment procedures of the UK universities studied indicate the highest alignment with the ESG 1.3 when compared to the Czech institutions, with the Dutch universities occupying the middle ground. Second, a preference for summative assessment to account for pressures of massification can be observed at institutions in all three countries. Third, it is argued that contrary to some (ministerial) expectations, the influence of the ESG on institutions seems to be insignificant, due to unawareness of the ESG 1.3 at all of the UK and Dutch universities analysed and only moderate knowledge of ESG 1.3 in the Czech case. For this reason, there seems to be a need for communicating the ESG to higher education institutions rather than revising the scope of the ESG as envisaged in the 2012 Bologna policy document (Bucharest Communiqué).     

Correlates of staff motivation,satisfaction, and job performance of library staff in selected Nigerian University libraries

Abstract

This study examined staff motivation, satisfaction, and job performance among the librarians and library staff in six selected university libraries in Nigeria. The target population for the study includes the professionals and nonprofessional library staff. A total enumeration sampling technique was used to select 180 respondents, which represent the sample for the study. Data was collected using a self-designed questionnaire titled “Staff Motivation, Satisfaction and Job Performance Questionnaire” (SMSJPQ). Six research questions were developed and answered by the study. The results indicate that librarian and library staff are highly motivated with regular pay while the least motivational factor is frequent interaction with their friends. Library staff are primarily satisfied with their jobs when they are in constant link with their friends. Professional library staff significantly experience better work motivation than their nonprofessional counterparts. Significant correlation exists between staff motivation and job performance and between job satisfaction and job performance. In addition, the two factors (motivation and satisfaction) exert significant contribution to the determinant of librarians and library staff job performance. Based on the findings, the study recommended improvement in the level of motivation of nonprofessionals so that the significant difference with the professional counterpart would not be so much pronounced.