Littérature scientifique sur le sujet « Literacy programs. Community education. Libraries and community »
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Articles de revues sur le sujet "Literacy programs. Community education. Libraries and community"
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Stamatoplos, Anthony. « The Role of Academic Libraries in Mentored Undergraduate Research : A Model of Engagement in the Academic Community ». College & ; Research Libraries 70, no 3 (1 mai 2009) : 235–49. http://dx.doi.org/10.5860/0700235.
Texte intégralRésumé :
Mentored undergraduate research is an emergent pedagogy in higher education. It differs fundamentally from course-related student research and is largely independent of the curriculum. Academic libraries should engage formally with the undergraduate research community. To do so, librarians will need to think and work beyond traditional models of library service, most notably in information literacy programs. The intent of this article is to raise awareness about opportunities for library involvement with undergraduate researchers and programs. Lessons from one university, including a formal partnership between a library and an undergraduate research center, suggest some general strategies that academic libraries might explore.
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Tvaruzka, Kathryn. « Warning : Children in the Library ! Welcoming Children and Families into the Academic Library ». Education Libraries 32, no 2 (19 septembre 2017) : 21. http://dx.doi.org/10.26443/el.v32i2.279.
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While library programming for children is a staple in most public libraries, it is quite rare in the academic setting. In 2006 the education librarian at the University of Wisconsin-Eau Claire began offering literacy programs in a library that traditionally discouraged children and community members from using its resources. Successful programs now include monthly story time sessions, events for families, and a summer reading program for at-risk youth who participate in the Reading Partners and Upward Bound programs. Positive outcomes include media attention garnered both on and off campus, high attendance at programs, and increased collaboration with campus and community organizations.
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Rolan, Greg, Tom Denison et Christine Mackenzie. « Broadband, digital literacy and public libraries : the Mill Park story ». Library Hi Tech News 32, no 6 (3 août 2015) : 15–18. http://dx.doi.org/10.1108/lhtn-03-2015-0020.
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Purpose – The paper aims to present the results of a research project designed to explore the impact of the establishment and operation of a broadband enabled digital training facility at the Mill Park public library, focusing on the role of public libraries in both engaging and educating local communities and exploring issues related to the provision of training through public libraries, benefits or problems in doing so and the relationship to new and existing services. Design/methodology/approach – The paper takes a case study approach, following the development of the training program and changes implemented throughout the first two years of operation. Findings – The Mill Park Library has successfully met, if not exceeded, the goals of promoting broadband services, up-skilling the community and promoting digital readiness within it local community. Both directly and through partnerships with other organisations and schools, it has not only addressed the needs of community members but also engaged them more fully with the library’s other services. Practical implications – The paper offers insight into the value of strong community-based networks in supporting the successful design and implementation of information and communication technology (ICT)-related training programs. Originality/value – The paper offers insight into the value of strong community-based networks in supporting the successful design and implementation of ICT-related training programs.
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Suharso, Putut, Andri Yanto, Asep Saeful Rohman, Riah Wiratningsih et Rahmat Setiawan Saefullah. « Corporate social responsibility through the library for educational facilities ». E3S Web of Conferences 74 (2018) : 08011. http://dx.doi.org/10.1051/e3sconf/20187408011.
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This study aims to analyze the role of companies through social responsibility programs in the field of education in improving community literacy. Companies get social benefits when making libraries as their program targets, because libraries are public spaces frequented by many people. The research method used is explorative qualitative research with a case study approach in various libraries in the Surakarta region. This research was designed in accordance with the paradigm of cultural studies on current issues in village level libraries with various problems. Data validity was tested by triangulation techniques involving key informants in the study area. The results of the study describe the function of the library as a learning center, library in supporting the community literacy movement, and CSR in the library. Cooperation between libraries and companies is mutually beneficial cooperation. For village libraries, they will get donations of funds and infrastructure to develop libraries. As for companies by contributing to village libraries, the company has fulfilled its legal obligations and the company’s products or services are better known by the community and builds a positive image of the company.
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Malabar, Sayama, Salam Salam et Jafar Lantowa. « Pemberdayaan Perpustakaan Desa melalui Implementasi Gerakan Nasional Gemar Membaca di Kecamatan Suwawa Kabupaten Bone Bolango ». Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) 8, no 1 (29 mars 2019) : 43–62. http://dx.doi.org/10.37905/sibermas.v8i1.7789.
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The Village Project Program –Independent Campus aims to empower libraries by implementing the national reading movement. This program is implemented through education and training, mentoring, service, and guidance, which are expected to be sustainable through the awareness of related parties, especially the government and regional libraries. These parties are expected to pay attention to village library facilities and infrastructure that can realize the national reading movement program.Besides, to support the national reading movement, the program is also directed at forming literacy communities, literacy lodges, and reading parks in Bone Bolango.The Freedom to Learn - Independent Campus Community Service Program with the theme "Empowerment of Village Libraries through the Implementation of the National Reading Movement" is implemented by prioritizing the principle of empowering local communities with the primary objective of program sustainability and public awareness of the importance of literacy. Therefore, after the Freedomto Learn – Independent Campus Community Service Program is completed, the community, especially the Youth Organization, can continue the program that has been run independently through the Subdistrict Literacy Community forum.Villages need to empower their assets both in terms of human resources and management of the sources of funds used. The focus of empowerment is to improve the community's quality in the literacy skills sector and a better institutional administration system in encouraging the development of reading culture programs.Reading culture in the village can make people have the ability to read from the start and encourage them to love reading. It is recommended for students who take part in Community Service Program in the following years to further improve communication with the community in order to make it easier to run the programs implemented in Tinelo, Bubeya, and Boludawa village
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Shipman, Jean P., Erica Lake et Alice I. Weber. « Improving health literacy : health sciences library case studies ». Reference Services Review 44, no 2 (13 juin 2016) : 206–14. http://dx.doi.org/10.1108/rsr-03-2016-0022.
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Purpose University of Utah has created various partnerships to improve health literacy and health outcomes among patient populations, employees and community members. Health sciences librarians have been key members of these partnerships. This paper aims to describe and share several of these partnerships, including training programs, research efforts and advocacy initiatives, to encourage others to engage in similar activities. Design/methodology/approach Case studies include outreach projects and partnerships to foster health literacy and promote healthy living such as: highly visible information resource provision and associated outreach for patients and families; community health fairs; research on providing point-of-need information for vulnerable community populations; health literacy awareness and resources for professionals; health literacy education for interprofessional students; and a competition for interprofessional students to create health videos to address a variety of topics in multiple languages. Findings Partnerships and outreach efforts lead to improved awareness by institutional personnel of the importance of health literacy. Research on using health literacy to empower patients and increase patient satisfaction can demonstrate how to lower institutional costs and improve guideline compliance, as well out health outcomes. Originality/value Librarians’ instructional skills create personal health educational content for patients and professionals; engaging colleagues to address health literacy lowers health care costs, institutional costs and increases patient compliance and satisfaction.
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Barratt-Pugh, Caroline, et Yvonne Haig. « Creating Books in Communities : A Book Making Program with Families in a Remote Community in Western Australia ». Early Childhood Education Journal 48, no 1 (9 septembre 2019) : 49–58. http://dx.doi.org/10.1007/s10643-019-00975-z.
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Abstract This article describes the needs analysis, implementation and outcomes of a pilot program aimed at creating books with families in ways that represent their language and culture. Creating Books in Communities is part of Better Beginnings, a state-wide program, developed by the State Library of Western Australia, for children and their families, that aims to develop literacy skills through fostering a love of books and language. Literature about the importance of recognising and valuing home languages and culture in supporting early literacy learning and the impact of family literacy programs is explored to provide a background to the program. The process of Creating Books in Communities is described in detail—it involves collaboration between librarians, early childhood partners, and community based artists working with families to produce a high-quality book. The impact of the program is explored through the voices of all the participants, revealing a number of positive family and community outcomes. We conclude the article by identifying six key factors related to the success of the program, which can be used as guidelines for implementation of the program both nationally and internationally.
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Yılmaz, Arif. « Public Policies and Public Library-Emergent Literacy Relationship in the USA ». Bilgi Dünyası 10, no 1 (30 avril 2009) : 80–93. http://dx.doi.org/10.15612/bd.2009.294.
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In the USA, last decade witnessed a huge interest in children’s early literacy development. All public agencies, as a part of public support to education, started to align their visions and missions to contribute to this sort of interest along with the support of the federal government. The Federal Government supported this growing interest with several acts and hence, all public agencies including ALA and other library associations revised their mission statements. Public libraries, with their special feature of the equal and free access to the public they serve, were considered to be one of the most appropriate places to support children’s early literacy development. In that context, a public library was chosen in terms of its staffs’ perceptions of early literacy and their services to the clientele. The study results revealed that the library staff believe in the importance of children’s early literacy development, and prepare programs to support it, although they have some constraints such as shortage of funds and difficulties in reaching all the people in the community.
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Tillotson, Calantha. « Book Review : Learner-Centered Pedagogy : Principles and Practice ». Reference & ; User Services Quarterly 57, no 3 (16 mars 2018) : 219. http://dx.doi.org/10.5860/rusq.57.3.6614.
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In Learner-Centered Pedagogy, Klipfel and Cook fuse philosophy and learner theory to provide the instruction librarian community with the pedagogical foundation it requires. This foundation is especially vital given that many employers today require applicants for even entry-level reference and instruction positions to be well versed in both theoretical and practical educational methodologies, and the “library school curriculum has been slow to catch up” (p. xii). As Klipfel and Cook point out, despite the “professional transition toward librarians as educators,” most ALA-accredited library programs do not require or even provide adequate “courses in instructional pedagogy or user education” (xii). Although this curricular inadequacy can be debilitating to recent graduates seeking employment as instruction librarian, books such as this one can provide the theoretical base necessary for applicants to gain a foothold in the profession and for current instructional librarians to improve and expand their information literacy programs.
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Siyaswati, Siyaswati, Wahyu Bandjarjani, Rikat Eka Prastyawan et Lambang Erwanto. « PEMBIASAAN MASYARKAT DESA MENGGUNAKAN PERPUSTAKAAN DI DESA KEPUNTEN KECAMATAN TULANGAN SIDOARJO-JAWA TIMUR ». Jurnal Abadimas Adi Buana 2, no 2 (20 janvier 2019) : 41–52. http://dx.doi.org/10.36456/abadimas.v2.i2.a1759.
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Almost all developed and progressed countries, reading activities are a necessity, as well as clothing, food and shelter needs. Reading is an important activity for having good generations that have a broad insight in everything and certainly are sensitive to the conditions of the surrounding environment. One way to grow and increase the reading interest for rural communities so that it becomes a culture is to establish a library, more precisely the Village Library. In this activity, the team of English Department formulated the problem of how the perspectives of the Kepunten Village community on reading habits in the Village Library were mainly about the procurement of the number and collection of books, reading interest, community interest, introduction, utilization and application of English literacy. The method used in seeing the results of the Devotion Program to Society (PPM) of English Language Education Program was described quantitatively. The results showed that reading habits from an early age supported by a variety of reading materials in Indonesia or English Language can encourage local people to develop themselves through village libraries supported by the local government, Devotion Programs to Society and Facilities that support the management and development of Village Libraries to better and better.
Thèses sur le sujet "Literacy programs. Community education. Libraries and community"
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Bossaller, Jenny S. « A phenomenological study of a of new adult reader's participation in a community reading program ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5547.
Texte intégralRésumé :
Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009). Vita. Includes bibliographical references.
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Daurio, Phoebe Vincenza. « A Library and Its Community : Exploring Perceptions of Collaboration ». PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/53.
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This study explores perceptions of interorganizational collaboration through an investigation of the opinions and actions of a public library and three community-based organizations. Interorganizational collaboration is often viewed as an effective strategy for accomplishing objectives that would not otherwise be possible with a single organization. Particularly for complex societal issues such as adult literacy, researchers and practitioners believe collaboration between organizations is necessary in order to achieve desired outcomes. Public libraries are engaging in collaborations also to extend their reach, establish the library’s relevance, increase community involvement, and advocate for their position as a community asset. This thesis is a case study of one such library and its community partners. In 2005, Oregon’s Multnomah County Library (MCL) developed a strategic plan that included helping adults reach their personal literacy goals. Recommendations for the implementation of adult literacy services included advice against the library becoming a direct service provider and advocated instead for the use of community relationships in order to pool resources, generate new ideas, and improve access to services. This thesis explores how MCL and three employment agencies envision and enact collaboration, and how they perceive and engage with each other as partners or collaborators. Semi–structured, open–ended interviews with central players at MCL and staff from three employment agencies formed the basis of this research. These thirteen participants represented multiple perspectives on adult literacy and collaboration in the library and its community. Participants’ responses were coded and organized according to themes found in the literature, and additional themes emerged from significant topics in the interviews. Analysis consisted of comparing and contrasting the themes with existing theory and across participants, determining patterns and relationships, and developing a framework for understanding the perceptions of collaboration held by the library and its community. Although the collaboration literature distinguishes between partnership and collaboration, the participants in this study used both terms interchangeably. However, they typically referenced and had experience with relationships between individuals (partnership) as opposed to relationships between organizations (collaboration). Participants indicated that the role of the individual, characterized by the importance of a personal connection and the effort required to engage in partnership or collaboration, was the most important factor in building working relationships. Considering that participants typically described relationships between individuals as representative of collaborations or partnership, a logical consequence is that an individual contributes significantly to the process. Other findings of this study focused on the differences between how MCL perceived its role as a partner and how the employment agency staff perceived the library as a partner. Although the community participants believed in the benefits of collaboration, they did not often pursue collaboration, and they did not see the library as a partner. Conversely, engaging with the community was part of the library’s mission, and each library participant confirmed that the goal of the library was to reach out to those who did not already know about the library. Three factors that shaped the process of partnering with the library were used as a framework for exploring the different perspectives held by the library and the community participants. Through an exploration of the library’s goals for community engagement, the library as a resource, and the library meeting community needs, this study found that the community participants perceived barriers to using the library as a resource and didn't realize that the library wanted to help them meet their needs. Implications of these findings for libraries and communities include the need for clarification of goals for collaboration and type of collaboration. Through a concrete awareness of the objectives for each collaborative endeavor, the library and community agencies can better understand the initial effort and resources required. Because the employment agencies did not see the library as a partner, the library may have to lead the process of engaging with the community, helping the community identify its needs, and explicitly linking library resources to specific community needs. Suggestions for future research include investigation into individuals who seek partnership or collaboration, specific information about initial interactions between individuals that eventually leads to collaboration, and the importance of linking the collaboration research to the public library setting.
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Bing, Kathleen Mary. « The Role Children's Librarians Play in Fostering Literacy in the Community ». Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237778483.
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Wilfong, Lori G. « Combining the power of poetry, repeated readings, and community volunteers for literacy intervention the poetry academy / ». [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1153422922.
Texte intégralRésumé :
Thesis (Ph.D.)--Kent State University, 2006.Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: Nancy D. Padak, Wendy C. Kasten. Keywords: fluency; poetry; volunteers; word recognition; words correct per minute; comprehension. Includes bibliographical references (p.153-165).
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Chapman-Rambo, Caitlin. « Programs for Language Minority Students at TBR Community Colleges : A Study of Factors Affecting Design ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3627.
Texte intégralRésumé :
This purpose of this study was to determine to what extent programs for language-minority students at TBR community colleges adhere to the recommendations contained in the Conference on College Composition and Communications 2009 Statement on Second Language Writing and Writers and to investigate the factors beyond these professional recommendations that influence administrative decision-making about these programs and their designs. This study contained a survey sent to individuals at all 13 community colleges in the Tennessee Board of Regents system and follow-up interviews with 5 survey respondents from different institutions.
Analysis of the results of the study indicates all TBR community colleges across the state are utilizing the CCCC’s 2009 recommendations to some degree but that no single institution has fully implemented every recommendation. Additionally, the survey showed that, across the system, the most followed recommendations are those related to classroom practices. Other areas assessed including placement, available resources, administrative decisions, and instructor qualifications were all implemented in decreasing order. The least followed recommendations are those concerning recruitment of learners into the program.
Results also show that other factors beyond professional recommendations which influence the design and delivery of programs for language minority students include financial or budgetary considerations, administrative considerations beyond budget, misconceptions or a lack of knowledge about language minority students, the presence of experienced or dedicated ESL faculty, partnerships between offices on campus, the local, state, and national political climate, and an understanding that no program can meet the needs of all learners. These conclusions yield a number of considerations useful to individuals looking to implement or improve services for language minority students at their institution.
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Clarke, Tobin De Leon. « A study of output measures for evaluating the performance of California community college learning resources programs ». Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2934.
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Problem. Traditional measures for library and learning resources programs based on standards which identify input alone are no longer considered effective for evaluating a program or justifying its needs. No output measures for comprehensive learning resources programs in California existed.
Purpose. The purpose was to develop output measures for comprehensive learning resources programs. Additionally, learning resources and library administrators were surveyed regarding the following: whether they would use the output measures, how they would use them, and whether there was a need for the adoption of statewide standards.
Procedures. Thirteen output measures previously identified and pilot tested by library and learning resources program administrators were revised into 12 output measures based on the results of the pilot test. Two groups of 24 colleges each were randomly selected to participate in the survey. The revised output measures and survey were sent to the two groups for response. Thirty-nine college administrators returned the survey. The data were tabulated and analyzed electronically using descriptive and inferential statistics.
Findings. The usefulness and clarity of the output measures manual were validated by this study. The data indicate that 78% of community college learning resources program administrators will use all or some of the output measures to evaluate their programs. The data indicate that in-house or within institution use of data is more valuable than for comparing across libraries. Program administrators agree strongly that the State needs to adopt minimum standards for learning resources programs.
Recommendations. (1) The output measures manual for California Community College Library and Learning Resources Programs be adopted by the California Community College Chancellor's office for the voluntary evaluation of learning resources programs in California. (2) That as program based funding is fully implemented in California Community Colleges, research should be conducted, using the output measures, to determine if improved funding of learning resources programs at the state level leads to more effective services at the local level. (3) That the Board of Governors of the California Community Colleges adopt the ALA (1990) standards for learning resources programs.
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Guijarro, de Ortiz Myriam. « Literacy Activities that Parents of Preschool Children Attending Day Care Promote at Home and Community Settings ». Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/760.
Texte intégralRésumé :
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Education
Exceptional Education
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Van, Wyk Jeremy Mark. « The post-literacy perceptions of newly literate adult learners at a rural community learning centre ». Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20274.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development.
AFRIKAANSE OPSOMMING: Literatuur dui daarop dat nágeletterdheid (NG) is ’n ernstig onder nagevorsde gebied in die meeste Afrika-lande wat Suid Afrika insluit. Vanuit die literatuur het dit duidelik geblyk dat, as die regering nie NG as 'n prioriteit beskou nie, 'n gaping sal bly voortbestaan tussen dit wat nuutgelettterde volwassenes moontlik kan benodig en dit wat die program bied. Verskeie skrywers benadruk die belangrikheid van NG om 'n terugval na ongeletterdheid te voorkom, die toepaslikheid van NG om alledaagse private en beroepslewe te bevorder, asook NG se potensiële bydrae tot armoedeverligting, maatskaplike, ekonomiese en politieke ontwikkeling en by die volhoubaarheid van gemeenskappe. Die doel van hierdie studie was om die NGpersepsies van nuutgeletterde volwassenes in die NG-program by die Simondium Gemeenskapleersentrum (SGLS) in die Wes-Kaap van Suid-Afrika te identifiseer. ’n Basiese kwalitatiewe navorsingsbenadering is gebruik om data te versamel. Tydens die data versameling is tien semi-gestruktureerde onderhoude gebruik met die individuele deelnemer as die eenheid van analise. Alle onderhoude is digitaal deur 'n bandopnemer opgeneem en verbatim getranskribeer. Data-analise is gedoen deur gebruik te maak van die HyperQual-rekenaarprogram om data te identifiseer, te herroep, te isoleer en te hergroepeer. Die resultate en opsommings van data gabaseer op literatuur wat bestudeer is en die bevindinge van die studie, dui aan dat 'n leerder-gesentreerde NG program wat hoofsaaklik fokus op nie-formele en beroepsgerigte programme vir die volhoubaarheid van gemeenskappe en ekonomiese ontwikkeling, mag nodig wees binne die bestudeerde konteks.
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Rees-Mitchell, Sioux Annette. « A qualitative study supporting the development of a community family literacy center in isolated communities ». CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.
Texte intégralRésumé :
The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.
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Kutilek, Janis G. (Janis Gayle). « Community College Collaboration with Business and Industry in Providing Workplace Literacy Programs : a Modified Case Study of Five Corporate Programs in a Metropolitan Area ». Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278617/.
Texte intégralRésumé :
The purpose of this study was to provide both businesses and institutions of higher education with a descriptive analysis of the programs of five companies that have utilized community colleges in their basic skills programs. The five companies represented included Texas Instruments Defense Systems Corporation and SGS-Thomson Microelectronics (electronics companies), Abbott Laboratories (a pharmaceutical company), J & E Die Casting (a small die casting firm), and Company X, a semiconductor company that requested anonymity. The community colleges included were Richland College, Brookhaven College, and North Lake College. Modified case studies were used to obtain data collected through individual interviews with representatives from the community colleges and the companies. The syntheses of documentaries provided details of how the five community college-directed workplace literacy programs met, or failed to meet, their literacy challenges. Descriptions of the curriculum and structure of each program were also included. Numerous factors contributed to the success or demise of the programs studied. Elements that served as powerful assets when adequately supported were detrimental when neglected. Factors common to all of the programs were financial support, management philosophical support, confidentiality, adequate testing instruments, class schedule flexibility, instructor capability, physical classroom facilities, and work-related documentation integrated into the curriculum. The findings of this study support previous research concerning successful and detrimental factors found in workplace literacy programs.
Livres sur le sujet "Literacy programs. Community education. Libraries and community"
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Susan, Bloos, dir. Community library programs that work : Building youth and family literacy. Santa Barbara, California : Libraries Unlimited, 2014.
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Teaming with opportunity : Media programs, community constituencies, and technology. Englewood, Colo : Libraries Unlimited, 2001.
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El día de los niños/El día de los libros : Building a culture of literacy in your community through Día. Chicago : American Library Association, 2011.
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Verho, Seppo. Mediakasvatus kirjastossa. Helsinki : BTJ Kustannus, 2009.
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Quezada, Shelley. Community collaborations for family literacy handbook. New York : Neal-Schuman Publishers, 1993.
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Building vibrant learning communities : Framework and actions to strengthen community adult learning councils and community literacy programs. Edmonton, AB : Alberta Advanced Education and Technology, 2008.
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Opening doors : Thoughts and experiences of community literacy workers in Alberta. Camrose, Alta., Canada : D. Martin, 1992.
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Curtis, Bert. Working well together : Community colleges in literacy partnerships that work. [Ottawa] : National Literacy Secretariat, 1992.
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Arinto, Patricia B. Reconstructing educational knowledge : Incorporating community knowledge in functional literacy programs. [Manila] : Dept. of Education, Culture and Sports, Bureau of Non-Formal Education, Republic of the Philippines and Education Research Program, Center for Integrative and Development Studies, University of the Philippines, 1996.
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M, Watson Gladys, dir. The land that we dream of : A participatory study of community-based literacy. [Ottawa] : OISE Press/the Ontario Institute for Studies in Education, 1991.
Trouver le texte intégralChapitres de livres sur le sujet "Literacy programs. Community education. Libraries and community"
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« Libraries and Video Games ». Dans Advances in Library and Information Science, 133–46. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8175-0.ch007.
Texte intégralRésumé :
Libraries are more than just keepers of books and historical records; they are places to obtain information, to learn, and to experience a community. There is a history of games being in libraries, especially public libraries, and video games contribute more to libraries than just being there for patrons. Video games are an opportunity for education and literacy within the library environment, and it is important for libraries and librarians to understand this relationship so that video games can be used in the most effective way possible to help users in the best way possible. To make sure this happens, there must be a solid foundation for video games and how they are used in the mission of the program. This chapter explores video games and libraries.
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Pu, Fang Chiong (Patrick), Su Yian Kho, Ke Khoon Low et Amy Chou. « Researcher Unbound and National University of Singapore (NUS) Libraries' Evolving Role in Supporting University Research ». Dans Advances in Library and Information Science, 216–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4546-1.ch010.
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As a discipline-neutral entity, knowledge exchange, and nexus of the university, the National University of Singapore (NUS) Libraries is the ideal conduit for bringing together faculties and departments to facilitate cross-disciplinary education and research. This case study gives a detailed walkthrough on the creation and design of the Research Skills Framework (RSF), which forms the backbone for all information literacy programmes (ILPs), specifically the flagship Researcher Unbound (RU) programme and RU Symposium, and shares challenges faced and future improvement plans. The exploration, design, and continual improvement of the programme ensured that NUS Libraries provides relevant and timely research support and enhances the digital information literacy skills of the NUS community. This programme continues to be a work in progress drawn from participants' feedback, attendance, experience, and insights from seven semestral runs and cumulative total of 172 workshop sessions.
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Song, Kwangok. « Heritage Language and Literacy Education in East Asian Community-Based Heritage Language Programs ». Dans Literacy Across the Community, 24–34. Routledge, 2020. http://dx.doi.org/10.4324/9781003031550-4.
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Airy, Samuel P. G., et Gavin T. L. Brown. « Community Education in New Zealand ». Dans Global Adaptations of Community College Infrastructure, 135–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch010.
Texte intégralRésumé :
The U.S. community college model does not currently operate in New Zealand. In addition to university and vocational programs at polytechnics, further education within the community is provided through open-entry, low-cost, “night-school” courses run from various high schools and community centers. Courses once covered “general interest” subjects to basic academic and vocational skills with significant government subsidies. However, government funding changes now prioritize programs containing core numeracy and literacy components, leading to the cancellation of some nonconforming classes. This raises questions regarding the role of community education for delivering certain programs. For example, many non-subsidized business and entrepreneurship courses are provided through night-school education. To illustrate this type of community education program, entrepreneurship courses taught in four different night schools are described. This chapter will help readers understand the nature of community education in New Zealand and the challenges it currently faces.
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Babalola, Adejoke C. « Social Capital and Community Development ». Dans Measuring and Analyzing Informal Learning in the Digital Age, 153–68. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch011.
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This chapter explores the types of informal learning that take place as women participate in adult literacy programs, community development projects, and as they use social capital in three states in south-western Nigeria. The data used for this study were extracted from a recent research work titled “Effect of Literacy Education and Social Capital on Rural Women's Involvement in Community Development in Southwestern Nigeria.” Three states were selected from the southwestern Nigeria, two Local Government Areas (LGAs) were selected from each of the three states, and two rural communities were also selected from each of the selected local government areas by random sampling technique. From each of the rural communities, 60 rural women were randomly selected, making a total number of 720 respondents. A structured questionnaire, an in-depth interview guide, and focus group discussion were used to collect data. The women attributed the informal learning documented to the relationship they formed during the period they attended literacy classes and participated in community development projects.
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Butler, Allison, Martha Fuentes-Bautista et Erica Scharrer. « Building Media Literacy in Higher Education ». Dans Handbook of Research on Media Literacy in Higher Education Environments, 153–71. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4059-5.ch009.
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Through detailed discussion and review of the work done in media literacy in the Department of Communication at the University of Massachusetts, including curricular alignment, engaged scholarship, and a media literacy certificate, this chapter shares how faculty, students, and community partners work together to bring media literacy theory and practice to action. The Department of Communication places a high value on media literacy across its programs and curricula and this chapter describes the department's carefully structured approach to media literacy.
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Ibrahim, Zulkefli bin, Ainin Sulaiman et Tengku M. Faziharudean. « Bringing the Internet to the Rural Area ». Dans Digital Literacy, 438–60. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch023.
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Malaysia aims to be an information society by the year 2020 can only be achieved if the mass population, that include those who live in the rural area, has the access to use the ICT. This is due to the uneven distribution of the basic telecommunication infostructure between the urban and rural areas in Malaysia that left the rural area to be at the disadvantage to access the ICT. Meanwhile, there are many programs that have been implemented by the government to encourage the rural population to use the Internet, such as ‘Kedaikom’, a community based telecenter serving the rural population. A questionnaire survey was conducted to investigate how ‘Kedaikom’ as a community based telecenter could assist in diffusing the usage of the ICT to the rural population. The result from the survey has indicated that the community telecenter could be used to bridge the digital divide between the underserved rural community and the well-accessed urban community. More of the rural population, especially from the younger generation and those with higher education background (irrespective of age) are using the community telecenter to be connected to the Internet.
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Taylor, D. Bruce. « Multiliteracies ». Dans Developing Technology-Rich Teacher Education Programs, 266–87. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch018.
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In this chapter, the author explains how a theory of Multiliteracies helped to shape the development of a graduate course which, in turn, initiated changes in an undergraduate content-area literacy course in a teacher education program. Both courses are described, and ways in which digital technologies changed the way the instructor and students collaborated, worked and learned are discussed. Service learning aspects of these courses are explored with examples of how pre- and inservice teachers engaged with K-12 students and teachers in the community. Implications for teacher education faculty and students are presented as well as the need to implement Multiliterate pedagogies across the K-12 spectrum.
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Nieto Moreno de Diezmas, Esther. « Literacy Development in L1 in Bilingual Education ». Dans Advances in Educational Technologies and Instructional Design, 383–407. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch016.
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This chapter explores literacy development in the mother tongue (L1) in bilingual education programs. To explore the impact of Content and Language Integrated Learning (CLIL) on literacy development in L1, a large-scale study was conducted in a monolingual autonomous community (Castilla-La Mancha) located in central Spain. Scores obtained by CLIL and non-CLIL (n=4,231) learners aged 9-10 in a writing task and in a reading comprehension test were compared. Results showed CLIL was not detrimental for literacy development in L1, since no significant differences were detected between both groups in their overall proficiency in written production and reading comprehension. However, a differential achievement was observed depending on the type of instruction CLIL/non-CLIL in some areas. Significant differences were observed in favour of CLIL students in receptive vocabulary, expressive richness and spelling, whereas the non-CLIL group was ahead in critical reading, planning strategies, and use of text typologies.
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Hobbs, Renee, et Jonelle Rowe. « Creative Remixing and Digital Learning ». Dans Digital Literacy, 230–40. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch013.
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This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because preadolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.
Actes de conférences sur le sujet "Literacy programs. Community education. Libraries and community"
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de Brito, Walderes Lima, Newton Camelo de Castro et Carlos Roberto Bortolon. « Young Readers Transpetro Program : The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil ». Dans 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.
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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Popescu, Gabriela Adriana. « Education triad in the context of the Covid-19 pandemic. Challenges and strategies ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.
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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Elliniadou, Elena, et Chryssa Sofianopoulou. « STUDENTS’ ATTITUDES TOWARDS SCIENCE : WHERE DO WE GO FROM HERE ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.
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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Rapports d'organisations sur le sujet "Literacy programs. Community education. Libraries and community"
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi et Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, mai 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Lessons on literacy training for adolescent girls : Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.
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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.