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Despite the growing recognition of the importance of information literacy education, there are few working models for curriculum integration within the Australian higher education sector. Librarians, in conjunction with faculty at Central Queensland University, developed a framework that assist in the planning and evaluation of information literacy programs. 相似文献
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Frank Sligo Elspeth Tilley Niki Murray Margie Comrie 《Journal of Vocational Education & Training》2019,71(1):108-125
This paper describes a journey undertaken by literacy tutors who were caught between incompatible values and needs in building apprentices’ literacy. The highly literate tutors were committed to teaching critical literacy. They believed that improved literacy could support learners’ aspirations to advance their prospects at work, build their connections within their community and improve their health. Hence, the tutors aimed to guide their learners into membership of an imagined community of fluent readers. They found, however, that the apprentices, along with their managers and training coordinators, saw literacy as instrumental rather than a desired outcome in its own right. Essentially, achieving a sufficient level of literacy was needed for the apprentices to become members of workplace communities of practice. Tutors then questioned their prior assumptions about the intrinsic importance of literacy, slowly accepting a dichotomous way of thinking where industrial ways of learning and knowing were predominant. Tutors’ realisation that apprentices already possessed embodied and oral literacies helped them to support the apprentices in escaping (though not leaving) workplace contexts that were becoming increasingly document-driven in character and featuring rising expectations of improved print literacy. 相似文献
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Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6 VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7. Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1). 相似文献
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The large body of literature on resilience and coping gives promise to finding specific ways in which teachers, counselors, and schools can enhance success among gifted and talented children and youth placed at risk. While high intelligence is not a requirement for resilient outcomes, cognitive ability appears to be a supporting factor, especially as it relates to problem solving and coping. To the extent that low‐income and culturally diverse children and youth have more experience overcoming adversity, they may possess a greater range of and flexibility in coping strategies that can be shared with others. This article summarizes findings from resilience literature relevant to the development of children and adolescents and derives specific strategies for enhancing outcomes for gifted children and youth most at risk for encountering adversity. 相似文献
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Identity construction in adolescent girls: the context dependency of racial and gendered perceptions
Margie Gaganakis 《Gender and education》2006,18(4):361-379
This study examines the life world of school‐going adolescent girls in Johannesburg and their construction of identity. It outlines the socio‐historical background of concepts relating to identity such as race and culture and their use and misuse in the South African context. In South Africa, race/culture/identity have been historically conflated for political purposes. This article considers ‘being Black’ and ‘being White’ as ‘invisible’ and pre‐constituted categories and shows how these categories are best understood as being context‐bound. These varied contexts are perceived by girls as being related to class location, geographical areas, socialization, religion, views on marriage speaking English, generational differences and the secrecy around racist discourse as well as the hopes for reconciliation between Black and White people. For White girls, the simultaneous confidence in and ambiguity of their ‘being White’ is inscribed in its negation and a world of dwindling privilege. Although race is a significant strand in Black girls’ identity, socio‐economic factors emerge as the most important formative feature of identity. 相似文献