Compte tenu des propriétés spécifiques de l’Alfa, de son haut potentiel fibreux, des conditions de sa production et de sa transformation très écologiques, nous nous sommes proposés de mener une étude ayant pour objectif l’extraction des fibres cellulosiques à partir de la plante en vue d’applications textiles. L’extraction est conduite suivant différentes voies : mécanique, classique à la soude et enzymatique. A la lumière des différentes caractéristiques de ces fibres issues des différents procédés d’extraction, nous avons établi des corrélations entre la structure et les propriétés des fibres cellulosiques obtenues. Les fibres 1, 2 et 3 issues de différentes extractions ont fait l’objet d’une étude comparative dans le but d’évaluer au mieux, d’une part, leurs caractéristiques physico-chimiques (finesse et longueur, densité, MEB, FTIR-ATR, diffraction aux rayons X, comportement au mouillage et énergie de surface, taux de reprise, cinétique d’absorption-désorption…) et leurs propriétés mécaniques, d’autre part. L’efficacité de chaque traitement a été approuvée par l’élimination progressive des composants non cellulosiques et l’obtention de fibres longues prêtes à être intégrées dans le processus de transformation textile. Dans un second temps, nous avons produit des fils par le procédé conventionnel anneau- curseur afin d’obtenir une structure organisée et homogène. Ainsi, le potentiel textile des fibres d’Alfa a été confirmé. Afin de valoriser les fibres très courtes, nous les avons mises en solution dans un solvant écologique : le NMMO. La solution concentrée est extrudée à travers une filière selon le procédé de filage humide appliqué aux fibres Lyocell. Finalement, une comparaison entre les fibres extraites des tiges d’Alfa, les filaments obtenus par coagulation et les autres fibres naturelles couramment utilisées dans l’industrie textile, a été effectuée tout au long de cette étude pour permettre de bien situer les fibres d’Alfa dans le paysage général des fibres textiles. / Given the specific properties of Alfa plant, its high fibrous potential, its conditions of production and its processing very ecological, we proposed to study the extraction of cellulosic fibers for textile applications. The extraction is carried out following different ways: mechanical, chemical and enzymatic. In light of the different characteristics of these fibers obtained from different extraction methods, we established correlations between the structure and properties of cellulosic fibers 1, 2 and 3 fibers, resulting from the different extraction ways have been compared in order to better assess: on the one hand, their physico-chemical characteristics (fineness and length, density, SEM, FTIR-ATR, X-ray diffraction, wetting behavior and surface energy, moisture regain, absorption-desorption kinetics ...) and mechanical properties, on the other hand. The efficiency of each treatment was approved by the phasing out of non-cellulosic components and the obtaining of long fibers ready to be integrated into the process of textile processing. In a second step, we produced yarns by the conventional ring spinning method, in order to get an organized and consistent structure. Thus, the textile potential of Alfa fibers has been confirmed. Wastes from spinning (very short fibers) were dissolved in an ecological solvent: NMMO. The concentrated solution was extruded through a spinneret according to the wet spinning process applied to the Lyocell fibers. Finally, a comparison between the fibers extracted from Alfa stems, filaments obtained by coagulation and other natural fibers commonly used in the textile industry was conducted throughout this study to properly situate Alfa fibers in the general landscape of textile fibers.

Throughout life, we continuously accumulate data, information and knowledge. The ability to recall much of this accumulated knowledge commonly deteriorates with time, though some forms part of what is referred to as tacit knowledge. In the context of education, students access and interact with a teacher’s knowledge in order to create their own, and may have their own data, information and knowledge that could be added to teacher’s knowledge for everyone’s benefit. The realization that students can contribute to enhancing personal knowledge is an important cornerstone in developing a mentor (teacher, tutor and facilitator) focused knowledge system. The research presented in this thesis discusses an integrated framework that manages an individual’s personal data, information and knowledge and enables it to be enhanced by others, in the context of a blended teaching and learning environment. Existing related models, structures, systems and current practices are discussed. The core outcomes of this thesis include: • the virtualMe framework that can be utilized when developing Web based teaching and learning systems; • the sniplet content model that can be used as the basis for sharing information and knowledge; • an annotation framework used to manage knowledge acquisition; and • a multimedia object (MMO) model that: o allows for related media artefacts to be intuitively grouped in a logical collection; o includes a meta-data schema that encompasses other metadata structures, and manages context and referencing; and o includes a model allowing component parts to be reaggregated if they are separated. The virtualMe framework provides the ability to retain context while transferring the content from one person to another and from one place to another. The framework retains the content’s original context and then allows the receiver to customise the content and metadata so that the content becomes that person’s knowledge. A mechanism has been created for such contextual transfer of content (context retained by the metadata).

本研究旨在瞭解國民小學校長混合教練、師傅教導與學校效能之內涵與現況，並探討其關係，進而建構與驗證三者之互動模式，最後依據研究結果提出建議。首先，進行文獻探討，作為研究立論之基礎及發展研究工具之依據；其次，透過問卷調查臺灣北、中、南、東四區之500位公立國民小學現任校長（有效問卷421份），以分析現況及驗證理論；再者，依據正式問卷回收後之統計分析結果，進行後置焦點團體座談與專家訪談，以探究問卷調查結果背後的可能意涵及影響因素，並尋求受訪者對本研究議題的具體建議；最後，依據研究結果進行綜合討論，以形成結論與建議。茲將本研究之主要結論與建議歸納如下： 壹、國民小學校長混合教練、師傅教導與學校效能之內涵與現況 一、國民小學校長在「COACH混合教練模式量表」及其向度的現況得分大多屬於中高程度，且以「組織專業知能」向度的得分最高。 二、國民小學校長在「MENTOR師傅教導模式量表」及其向度的現況得分大多屬於中高程度，且以「楷模典範形塑」向度的得分最高。 三、國民小學校長在「學校效能指標量表」及其向度的現況得分大多屬於高程度，且以「社區認同」、「環境設備」向度的得分最高。 貳、不同背景變項的國民小學校長在混合教練、師傅教導與學校效能得分之差異情形 一、國民小學校長的背景變項中，性別、擔任校長年資、跟隨教練校長（輔導校長）學習與否、跟隨師傅校長學習與否，在混合教練得分之差異達顯著水準。 二、國民小學校長的背景變項中，跟隨教練校長（輔導校長）學習與否、擔任教練校長（輔導校長）與否、跟隨師傅校長學習與否，在師傅教導得分之差異達顯著水準。 三、國民小學校長的背景變項中，年齡、擔任校長年資、跟隨師傅校長學習與否、學校區域，在學校效能得分之差異達顯著水準。 參、國民小學校長混合教練、師傅教導與學校效能之相關情形 一、整體混合教練與整體師傅教導間呈顯著的正相關，且以「教導專業職能」與「COACH混合教練模式量表」之相關程度最高。 二、整體混合教練與整體學校效能間呈顯著的正相關，且以「行政領導」與「COACH混合教練模式量表」之相關程度最高。 三、整體師傅教導與整體學校效能間呈顯著的正相關，且以「行政領導」與「MENTOR師傅教導模式量表」之相關程度最高。 肆、建構國民小學校長混合教練與學校效能以及師傅教導與學校效能之互動模式分析 一、混合教練與學校效能互動模式之適配度與影響力良好，在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳，前因變項（混合教練）對後果變項（學校效能）也具有顯著的影響力。 二、師傅教導與學校效能互動模式之適配度與影響力良好，在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳，前因變項（師傅教導）對後果變項（學校效能）也具有顯著的影響力。 伍、驗證本研究建構之國民小學校長混合教練、師傅教導對學校效能模式 上游潛在變項二（師傅教導）對下游潛在變項（學校效能）較具有顯著的影響力，而上游潛在變項一（混合教練）對下游潛在變項（學校效能）則較不具影響力；綜言之，師傅教導對學校效能具有顯著的影響效果，但混合教練對學校效能的影響效果較小。 最後，本研究依據文獻探討、問卷調查、焦點團體座談與專家訪談等研究結果，提出相關建議，俾供主管教育行政機關、學校教育人員及後續研究之參考。 / The main purpose of this research was to investigate the blended coaching, mentoring, and school effectiveness for elementary school principals in Taiwan. The research methods included literature review, questionnaire survey, focus group sessions, and interviews. First, the literature review was the basis of argument and for the development of research tools. Secondly, the research instrument was distributed to 500 elementary school principals all over Taiwan and there were 421 valid samples which were used in this study. Moreover, after the statistical analysis of the questionnaire results, the focus group sessions and interviews were being held to explore the possibility of results and the influence factors behind the meaning. Finally, the comprehensive discussion was based on the research findings, and to make up conclusions and recommendations which were summarized as follows: A. In the aspect of blended coaching 1. The blended coaching includes five parts: Connect, Organize, Administrate, Collaborate, and Help. For principals, the best dimension is “Organize”. 2. The background variables in gender, years of service, following the coach principal, and following the mentor principal have significant influences on blended coaching. B. In the aspect of mentoring 1. The mentoring includes six parts: Model, Educate, Network, Tell, Outlook, and React. For principals, the best dimension is “Model”. 2. The background variables in following the coach principal, acting as the coach principal, and following the mentor principal have significant influences on mentoring. C. In the aspect of school effectiveness 1. The school effectiveness includes five parts: Administrative leadership, Teacher teaching, Student learning, Community identity, and Environmental equipment. For principals, the best dimension is “Community identity” and “Environmental equipment”. 2. The background variables in age, years of service, following the mentor principal, school district have significant influences on school effectiveness. D. In the aspect of relationships among blended coaching, mentoring, and school effectiveness 1. There were positively correlation existed among blended coaching, mentoring, and school effectiveness. 2. The model of blended coaching to school effectiveness is proper and the model of mentoring to school effectiveness is also proper. 3. Mentoring which is better than blended coaching promotes and has significant influences on school effectiveness for elementary school principals. In the end, based on the research results, the researcher proposed some recommendations for educational administrative agencies, school personnel, and following research, hoping to benefit the development of elementary school education and the school principal preparation systems in the future.

<p>Mervärdesskatten infördes i Sverige den 1 januari 1969 med lagen (1968:430) om mervärdeskatt, så kallad moms. År 1994, året innan Sveriges inträde i EU, infördes Mervärdesskattelagen (1994:200) som anpassats till EG-rätt. Mervärdesskatten är alltid 25 procent om inget annat anges. Kunderna betalar moms till företaget och företagaren betalar in skillnaden mellan utgående moms och ingående moms till Skatteverket. Många företag bedriver blandad verksamhet, det vill säga både momsfri och momspliktig verksamhet som berättigar till avdrags- eller återbetalningsrätt av mervärdesskatten. Verksamheten delas in tre delar; momspliktig, momsfri och blandad. I den momsfria delen får inga avdrag göras medan fullt avdrag får göras i den momspliktiga. I den blandade verksamheten sker avdrag genom fördelningsnycklar.</p><p> </p><p>Syftet med studie var att se hur verkligheten stämmer överens med de teoretiska idéerna. Författaren har valt att göra en flerfallsstudie med ett juridiskt synsätt. Empiriskt material har samlats in genom semistrukturerade intervjuer för att skapa en mångsidig bild av mervärdesskatten och blandade verksamheter. Resultatet visar att verkligheten är mer komplext än vad teorin beskriver. Studiens teoretiska referensram består av lagar, beskattningsmyndighetens uppbyggnad, EG-rätt och anpassning av Svenska lag till denna och slutligen täcker referensramen viss redovisningsteori när det gäller blandad verksamhet.</p><p> </p><p>Analysen är en tolkning av intervjusvaren som ställts mot referensramen för att se hur de stämmer överrens med varandra eller inte stämmer överrens. Författarens slutsatser av arbetet berör skillnader mellan empirin och teorin. Slutsatserna berör även vad som påverkat uppkomsten av dessa skillnader. Författarens slutsats är att den teoretiska basen stämmer till viss del med den empiriska verkligheten hos redovisningsbyråerna och att redovisningsbyråerna ställer högre krav på företagarens redovisning än förväntat. Författarens slutsats är att fastighetsbolagens verklighet inte stämmer överrens med den teoretiska basen då samma fördelningsnyckel används på hela verksamheten. Mervärdesskattedirektivets uppgift om uppdelning efter årsomsättning i respektive verksamhet frångås då yta är den vanligaste fördelningen enligt författarens slutsats.</p><p><strong> </strong></p><p><strong>Nyckelord:</strong> Redovisning, mervärdesskatt, blandad verksamhet, fastigheter, momsfri verksamhet, momspliktig verksamhet</p> / <p>Added-value tax was introduced in Sweden January 1^st 1969 through legislation and the term is shorted as VAT. 1994, the year before Sweden's entry to the European Union, the VAT legislation was adapted and reformed. The added-value tax is always 25 percentages if nothing else is stated. The customers pay VAT to the company and the company's task is to deliver this money to The Swedish Tax Agency, the company pays the difference. A lot of companies conduct business that are blended which means that there are activities that are both free of VAT and activities where VAT has to be accounted for. Added-value tax that needs to be accounted for qualifies the company for deduction or payback of the VAT. The company's operation can be divided into three areas; free of VAT, VAT needs to be accounted for, and blended. The area that is free of VAT allows no deduction while in the other full deduction needs to be done. In the blended area the deductions are made through something called distribution keys.</p><p> </p><p>The purpose of the study is to see how the empirical world harmonize whit the existing theoretical base. The author has chosen to conduct a case study that involves more than one case. The study is based on a legal perspective and the collection of the empirical material is conducted through semi-structured interviews. The reason is to provide a versatile picture of VAT and the blended area. The results demonstrate that reality, in other words empiric, is more complex than the theory describes it. The theoretical base describes legislation, the framing of the Swedish Tax Agency, European Community legislation and the adoption to EC in Swedish legislation. Also some specific accounting theories are mentioned that concerns the case study and the blended area of a company.</p><p> </p><p>The analyze is an interpretation of the interviews put against the theoretical base to see how well they coincide or not. The authors conclusion of the study concerns differences between the empirical world and the theory. The authors conclusion is that the real estate concerns empirical world is different towards the theory because they only use one distribution key at all blended area instead of diversify in distribution keys. European Community endorse annual turnover as distribution key and Swedish legislation deviate from that because they endorse area as distribution key.</p><p> </p><p><strong>Keywords:</strong> Accounting, added-value tax (VAT), blended areas/operations, real estate, VAT free areas/operations, VAT accountable areas/operations.</p>

Mervärdesskatten infördes i Sverige den 1 januari 1969 med lagen (1968:430) om mervärdeskatt, så kallad moms. År 1994, året innan Sveriges inträde i EU, infördes Mervärdesskattelagen (1994:200) som anpassats till EG-rätt. Mervärdesskatten är alltid 25 procent om inget annat anges. Kunderna betalar moms till företaget och företagaren betalar in skillnaden mellan utgående moms och ingående moms till Skatteverket. Många företag bedriver blandad verksamhet, det vill säga både momsfri och momspliktig verksamhet som berättigar till avdrags- eller återbetalningsrätt av mervärdesskatten. Verksamheten delas in tre delar; momspliktig, momsfri och blandad. I den momsfria delen får inga avdrag göras medan fullt avdrag får göras i den momspliktiga. I den blandade verksamheten sker avdrag genom fördelningsnycklar.   Syftet med studie var att se hur verkligheten stämmer överens med de teoretiska idéerna. Författaren har valt att göra en flerfallsstudie med ett juridiskt synsätt. Empiriskt material har samlats in genom semistrukturerade intervjuer för att skapa en mångsidig bild av mervärdesskatten och blandade verksamheter. Resultatet visar att verkligheten är mer komplext än vad teorin beskriver. Studiens teoretiska referensram består av lagar, beskattningsmyndighetens uppbyggnad, EG-rätt och anpassning av Svenska lag till denna och slutligen täcker referensramen viss redovisningsteori när det gäller blandad verksamhet.   Analysen är en tolkning av intervjusvaren som ställts mot referensramen för att se hur de stämmer överrens med varandra eller inte stämmer överrens. Författarens slutsatser av arbetet berör skillnader mellan empirin och teorin. Slutsatserna berör även vad som påverkat uppkomsten av dessa skillnader. Författarens slutsats är att den teoretiska basen stämmer till viss del med den empiriska verkligheten hos redovisningsbyråerna och att redovisningsbyråerna ställer högre krav på företagarens redovisning än förväntat. Författarens slutsats är att fastighetsbolagens verklighet inte stämmer överrens med den teoretiska basen då samma fördelningsnyckel används på hela verksamheten. Mervärdesskattedirektivets uppgift om uppdelning efter årsomsättning i respektive verksamhet frångås då yta är den vanligaste fördelningen enligt författarens slutsats.   Nyckelord: Redovisning, mervärdesskatt, blandad verksamhet, fastigheter, momsfri verksamhet, momspliktig verksamhet / Added-value tax was introduced in Sweden January 1st 1969 through legislation and the term is shorted as VAT. 1994, the year before Sweden's entry to the European Union, the VAT legislation was adapted and reformed. The added-value tax is always 25 percentages if nothing else is stated. The customers pay VAT to the company and the company's task is to deliver this money to The Swedish Tax Agency, the company pays the difference. A lot of companies conduct business that are blended which means that there are activities that are both free of VAT and activities where VAT has to be accounted for. Added-value tax that needs to be accounted for qualifies the company for deduction or payback of the VAT. The company's operation can be divided into three areas; free of VAT, VAT needs to be accounted for, and blended. The area that is free of VAT allows no deduction while in the other full deduction needs to be done. In the blended area the deductions are made through something called distribution keys.   The purpose of the study is to see how the empirical world harmonize whit the existing theoretical base. The author has chosen to conduct a case study that involves more than one case. The study is based on a legal perspective and the collection of the empirical material is conducted through semi-structured interviews. The reason is to provide a versatile picture of VAT and the blended area. The results demonstrate that reality, in other words empiric, is more complex than the theory describes it. The theoretical base describes legislation, the framing of the Swedish Tax Agency, European Community legislation and the adoption to EC in Swedish legislation. Also some specific accounting theories are mentioned that concerns the case study and the blended area of a company.   The analyze is an interpretation of the interviews put against the theoretical base to see how well they coincide or not. The authors conclusion of the study concerns differences between the empirical world and the theory. The authors conclusion is that the real estate concerns empirical world is different towards the theory because they only use one distribution key at all blended area instead of diversify in distribution keys. European Community endorse annual turnover as distribution key and Swedish legislation deviate from that because they endorse area as distribution key.   Keywords: Accounting, added-value tax (VAT), blended areas/operations, real estate, VAT free areas/operations, VAT accountable areas/operations.

El aumento del uso de internet en educación superior plantea una serie de retos para conseguir que esta tecnología contribuya, de una forma óptima, a la mejora del aprendizaje de los estudiantes. La teoría económica de la producción educativa destaca la importancia de incorporar internet como input productivo de la forma más eficaz y eficiente. La teoría sociológica de la brecha digital destaca la importancia de incorporarlo de forma que no excluya a ningún colectivo de alumnos. Partiendo de estas dos perspectivas, esta tesis tiene como objetivo principal identificar elementos llevan a una incorporación eficaz y no excluyente de internet en educación superior. Este objetivo general se ha dividido en 4 sub-objetivos: - Comparar la eficacia del uso de internet en educación para el aprendizaje interactivo con la del uso de internet en educación para el aprendizaje individual. - Estudiar la variación de los beneficios del uso de internet para la interacción en el aprendizaje según el grado de intensidad de dicha interacción. - Estudiar los efectos diferenciados del uso de internet para la interacción en el aprendizaje. - Estudiar cuáles son los determinantes del uso de internet para la interacción en el aprendizaje. Para cumplir con los objetivos se han utilizado datos de una muestra de algo más de 17.000 alumnos de tres universidades catalanas (una virtual y dos presenciales). Para ello, se han utilizado técnicas de reducción de la información para preparar las variables y, en la parte más analítica, se han estimado modelos de regresión, corrigiendo el sesgo de selección y la correlación intra-clase. Los resultados obtenidos demuestran que: - Utilizar internet para llevar a cabo un aprendizaje interactivo es eficaz a la hora de mejorar el rendimiento académico. Sin embargo, utilizarlo para un aprendizaje expositivo no tiene ningún impacto en los resultados académicos. - La productividad de la interacción online en el aprendizaje sigue pautas diferentes en la universidad online y en la presencial. En la primera sigue la primera la ley de rendimientos decrecientes mientras que en la segunda no, debido a una fase inicial de adaptación al medio. - Existen condicionantes del éxito del uso de internet para interactuar en el aprendizaje. Entre ellos destaca el elemento organizativo y las habilidades de uso de los estudiantes. - Pese a ser detectado como un uso positivo para mejorar el rendimiento académico, no todos los alumnos utilizan internet para la interacción con la misma intensidad. La utilidad es una variable explicativa del uso, pero más allá de ésta existen otras variables como la motivación por la que se estudia, los usos previos de internet fuera del contexto educativo o características sociodemográficas que dibujan el mapa de causas de la desigualdad de uso existente. En la tesis se discuten las implicaciones que estos resultados tienen para las políticas educativas y se proponen estrategias para incorporar internet en educación de una manera eficaz e igualitaria. / The wide incorporation of the Internet in higher education institutions raises some challenges about best uses of this technology. The economic theory of educational production highlights the importance of incorporating the Internet as a productive input, in the most effective and efficient way. The sociological theory of the digital divide highlights the importance of incorporating it in a non-exclusive way. Based in these two perspectives the main objective of this thesis is to identify elements that lead to an inclusive and effective incorporation of the Internet in higher education. This objective can be divided into four sub-objectives: • Compare the effectiveness of Internet use in education for interactive learning with the effectiveness of internet use in education for individual learning. • Study the variation of the benefits of using Internet for interactive learning according to the intensity of this interaction. • Study the different effects and the conditions that can enhance the benefits of Internet use for interactive learning. • Study the determinants of Internet use for interactive learning. To achieve this goal we have used data from a sample of over 17,000 students from three Catalan universities (one online and two). In order to analyze the data information reduction techniques have been used to prepare the variables and, in the analytical part, we have estimated regression models, correcting for selection bias and intra-class correlation. The results show: • The use of Internet to conduct interactive learning is an effective way to improve the academic performance. However, using it to conduct expository learning has no impact on academic outcomes. • The productivity of online interaction follows different patterns comparing online and face-to-face universities. In the first case the productivity is consistent with the diminishing returns law, while in the second case it is not true, due to an initial phase of adaptation to this internet use. • There are conditions for the success of using the Internet to interact in learning. These include the organizational elements and the student’s technological skills. • Despite being detected as a positive use to improve academic performance, not all students use the Internet for interactive learning with the same intensity. The utility is an explanatory variable of the variation of use but, beyond this, there are other variables (such as the motivation for the courses studied, the previous uses of the Internet, in a non-educational context, and some socio-demographic characteristics) that draw the map of causes of the inequality in the intensity of use. The thesis discusses the implications of these findings for educational policy and proposes some strategies to incorporate the Internet in an efficient and equal education.

The thesis presents a model, suitable for the design of any type of qualification in integrative eGovernment education. The integrative approach combines education of adult learners and students and promotes international cooperation.

Collaborative models of teacher education have grown from the belief that through such models we can improve the quality and availability of truly inclusive opportunities for children with diverse abilities and their families. Little is known however as to the extent collaborative models are capable of influencing inclusive service delivery or in terms of their efficacy to impact the relative inclusive practice of their graduates as compared to other models of teacher education. As an important first step toward examining the relative worth and efficacy of collaborative models of early childhood teacher education, this case study applied a conceptual framework derived from activity systems theory (Engeström, 1987; 1999) and the recommended research framework for investigation into collaborative models (Pugach & Blanton, 2009) to consider one such teacher education program as a system. Doing so offers the literature a description of one program's parameters of practice and efforts to produce effective, inclusive teachers and leaders through a collaborative approach; something that was previously lacking in the literature base. Working to understand how this teacher education program operates as a system helped characterize the parameters of practice specific to collaborative program dimensions. Elements of harmony and tension as well as cultural tools specific to the program's attempts to meet its object and ultimate outcome per activity theory were also identified. Finally, case study analysis of this particular program through the conceptual framework provided insight related to current and future efforts of collaborative early childhood teacher education and broader teacher education reform

Es ist eine paradoxe Situation: Die durch Open Access und digitalisierte Forschung bedingte Transformation des wissenschaftsmethodischen Paradigmas erfordert ein besonders hohes Maß an Fähigkeiten und Fertigkeiten, die dem modernen Begriff von Informationskompetenz entsprechen. Gleichzeitig ist die im Wissenschaftssystem für Informationskompetenz eigens zuständige Einrichtung, die Bibliothek, immer weniger gefragt. Inhalte und didaktische Ansatzpunkte der bibliothekarischen Angebote zur Informationskompetenzvermittlung treffen offenbar nicht hinreichend die Bedürfnisse der Studierenden und NachwuchswissenschaftlerInnen. Wie können also Angebote der Bibliotheken und wissenschaftliche Nachfrage wieder in Einklang gebracht werden? In diesem Kapitel skizzieren wir ein Konzept für die Vermittlung von Informationskompetenz, das sich eng am (zunehmend digitalen) Forschungsprozess orientiert, exemplifizieren dieses am Beispiel von ausgewählten Bibliotheksangeboten und diskutieren die dafür notwendigen Qualifikationen. Die Überlegungen basieren auf praktischen Erfahrungen in der Erneuerung des Informationsservice an der SLUB Dresden in den Jahren 2012 bis 2014 sowie langjähriger Marktbeobachtung im Themenbereich Literaturverwaltung.

This thesis investigates undergraduate experiences of studying within a blended learning environment at a UK university in the first decade of the 21st century. Blended learning in this context comprises the use of institutionally provided technologies including a university-wide managed learning environment, alongside campus-based classroom teaching to support student learning. The personal ownership of technologies and their importance for the student learning experience is also considered. The University of Hertfordshire has promoted itself as a ‘blended learning institution’ since 2005 and this study considers what blended learning means and how students use information technology to support their learning. The study approaches the student experience of blended learning by considering three constituent themes: the student, their HE study and their use of technology. The preliminary study for this work used student constructed reflective video and audio diaries over a period of 18 months. Subsequently a new conceptual framework was drawn up by the researcher. This provided a matrix structure with which to explore through interviews with students their uses of technology for learning, and the relationship with approaches to pedagogy. The analysis of the interviews has provided a snapshot of students’ experiences of pedagogy and technology use across their studies. A Venn diagram was used to explore the three themes and provide a representation of the extent to which technology is seen by students as a part of their everyday lives whether for study or leisure. The student experiences reported here demonstrated a high degree of dependence on technology overall in both their personal and study lives. Their preferences were for a learning environment which included both the taught campus–based experience and the opportunity for easy online access to materials and supplementary activities to support their studies twenty four hours a day. As the students reported on their ‘maturing’ as learners during the course of the study, they described increasingly sophisticated online searching strategies and independent approaches to their learning regardless of their personal pedagogic preferences. Garrison and Vaughan assert that the ‘ideal educational transaction is a collaborative constructivist process that has inquiry at its core’ (2008:14). The outcome of this study presents a more complex view of the student experience of pedagogy in Higher Education. While recent research has reported on the student experience of either technology or pedagogy, the unique contribution of this study is its consideration of both pedagogy and the use of information technology from the viewpoint of the student experience.