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1
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.
2
Daurio, Phoebe Vincenza. « A Library and Its Community : Exploring Perceptions of Collaboration ». PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/53.
Texte intégralRésumé :
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.
3
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.
Texte intégral
4
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).
5
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.
6
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.
Texte intégralRésumé :
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.
7
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
8
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.
Texte intégralRésumé :
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.
9
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.
10
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.
11
Hickman, Troy Vaughn. « Building community and bridging cultures : the role of volunteer tutors in Oregon's Latino serving community-based organizations ». PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/4053.
Texte intégralRésumé :
Literature for and about successful volunteer literacy programs highlight and advocate for practices that inform administrators and trainers of the needs and expectations of volunteer tutors. Applications of this knowledge can affect the type of policies that administrators implement in their programs and the type of support that they provide for their tutors. This project was an opportunity for the researcher to reflect on his experiences as a consultant and trainer with community-based programs and to increase his understanding of the volunteers in order to assist in future administration and training work.
12
Siririka, Gisela. « An investigation of parental involvement in the development of their children's literacy in a rural Namibian school ». Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/935/.
Texte intégral
13
Mugabe, Mover M. « Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries ». Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.
Texte intégralRésumé :
Bibliography: leaves 155-160.One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.
14
Staas, Gretchen L. (Gretchen Lee). « The Effects of Visits by Authors of Children's Books in Selected Elementary Schools ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.
Texte intégralRésumé :
Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.
15
Hile, David Lee Hile. « Parent Experiences and Student Outcomes in the READY ! for Kindergarten Program : A Mixed Methods Bounded Case Study ». Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.
Texte intégral
16
Chandra, Smita, et Vivek Patkar. « ICTS : A catalyst for enriching the learning process and library services in India ». Elsevier, 2007. http://hdl.handle.net/10150/106060.
Texte intégralRésumé :
The advances in ICTs have decisively changed the library and learning environment. On the one hand, ICTs have enhanced the variety and accessibility to library collections and services to break the barriers of location and time. On the other, the e-Learning has emerged as an additional medium for imparting education in many disciplines to overcome the constraint of physical capacity associated with the traditional classroom methods. For a vast developing country like India, this provides an immense opportunity to provide even higher education to remote places besides extending the library services through networking. Thanks to the recent initiatives by the public and private institutions in this direction, a few web-based instruction courses are now running in the country. This paper reviews different aspects of e-Learning and emerging learning landscapes. It further presents the
library scene and new opportunities for its participation in the e-Learning process. How these ICTs driven advances can contribute to the comprehensive learning process in India is highlighted.
17
Dube, Sibongakonke. « The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Central District in Botswana ». Diss., 2018. http://hdl.handle.net/10500/24930.
Texte intégralRésumé :
Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study.
The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics.
The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.Information Science
M. Inf. Sc.
18
Maddison, Laura Megan. « Perceptions of the teaching community regarding the THRASS programme in a special needs school ». Thesis, 2009. http://hdl.handle.net/10210/2402.
Texte intégralRésumé :
M.Ed.This study investigated the perceptions of the teaching community, consisting of teachers and therapists, with regards to the implementation of the Teaching Handwriting, Reading and Spelling Skills (THRASS) programme in a special needs school. THRASS is a literacy program which promotes the learning of literacy skills within a whole school paradigm. The implementation of this program requires teachers and therapists to learn how the program approaches the teaching of literacy, which is a different methodology to what has previously been taught in the classroom. It is both the positive and negative aspects of this implementation process that has been researched for this study. This study was placed within the interpretivist paradigm. A case study design was used as one special needs school was identified as the focus of the research, which outlined the boundaries for the case. A qualitative approach was used, making use of semi structured interviews as the method of data collection. Interviews were then coded, analyzed and themes identified. The findings were explored in themes, which were used to inform recommendations. These themes included the perceptions of the initial THRASS training which included the financial implications of training and the inclusion of parent participation. Secondly, perceptions about teaching THRASS were explored. This included both positive and negative aspects on the implementation of the new programme. Thirdly, perceptions regarding the collaborative process that THRASS encourages. It was found that collaboration led to empowerment within the teaching community. Finally perceptions regarding learner performance and the view that learner confidence increased with the implementation of this programme. This study provides an opportunity to view and explore teachers’ and therapists perceptions about the implementation of THRASS which is being introduced with iii special needs learners. It outlines both positive and negative experiences that have been identified through this implementation process. These perceptions enable other schools to learn from these experiences and allows further understanding in the implementation of THRASS, within a special needs environment.
19
Swaine, Linda G. « A case study of the libraries in the Vanguard Learning Colleges ». Diss., 2004. http://osceola.valenciacc.edu/lrc/downloadableFiles.asp.
Texte intégral
20
Desmond, Alethea Snoeks. « A journey in family literacy : investigation into influences on the development of an approach to family literacy ». Thesis, 2012. http://hdl.handle.net/10321/745.
Texte intégralRésumé :
Submitted in fulfillment for the requirements of the Degree of Doctor of Technology: Education, Durban University of Technology, 2010.In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated.
21
Švejdová, Veronika. « Neknihovnické subjekty zapojené do informačního vzdělávání uživatelů veřejných knihoven ». Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340757.
Texte intégralRésumé :
The diploma thesis deals with non-library entities that collaborate with public libraries on the deepening of information literacy of library users. The theoretical part presents legislation and important documents that are connected with this topic. The following is an explanation of the terms that occur at work. The main part of the text is a research section that describes in detail used methods, a content analysis and a questionnaire survey, and their results. The conclusion provides selected examples of this cooperation in Czech and foreign public libraries.
22
Le, Roux Sarlina Gertruida. « The role of family literacy programmes to support emergent literacy in young learners ». Thesis, 2016. http://hdl.handle.net/10500/20218.
Texte intégralRésumé :
Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners.Educational Foundations
D. Ed. (Socio-Education)
23
Patkar, Vivek, et Smita Chandra. « e-Research and the Ubiquitious Open Grid Digital Libraries of the Future ». 2006. http://hdl.handle.net/10150/105624.
Texte intégralRésumé :
Libraries have traditionally facilitated each of the following elements of research: production of new knowledge, its preservation and its organization to make it accessible for use over the generations. In modern times, the library is constantly required to meet the challenges of information explosion. Assimilating resources and restructuring practices to process the large data volumes both in the print and digital form held across the globe, therefore, becomes very important. A recourse by the libraries to application of successive forms of what can be called as Digital Library Technologies (DLT) has been the imperative. The Open Archives Initiative (OAI) is one recent development that is expected to assist the libraries to partner in setting up virtual learning environment and integrating research on a near universal scale. Future extension of this concept is envisaged to be that of Grid Computing. The technologies driving the â Gridâ would let people share computing power, databases, and other on-line tools securely across institutional and geographic boundaries without sacrificing the local autonomy. Ushering an era of the ubiquitous library helping the e-research is thus on the card. This paper reviews the emerging technological changes and charts the future role for the libraries with special reference to India.
24
Wang, Lurong. « Immigration, Literacy, and Mobility : A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada ». Thesis, 2011. http://hdl.handle.net/1807/27608.
Texte intégralRésumé :
This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.