Thesis (MTech. degree in Educational Technology) / The current information literacy training programme (ILTP) of the Library and Information Services (LIS) of the Tshwane University of Technology (TUT) is set to be reviewed in such a way as to be presented in a multimodal transfer approach. A baseline evaluation serves to examine the existing programme on Module 5: Electronic Databases, after which an online program thereof is proposed. The components of the proposed multimodal transfer include an important role played by a facilitator, as well as the application of a learning management system (LMS). A bounded case study approach is used, applying an action research strategy that comprises two phases that includes a hybrid methodology of qualitative and quantitative research methods. Evaluating the proposed module, it becomes evident that a multimodal transfer approach is indeed suitable to transfer the necessary literacy skills to use electronic databases. The graphical user interface (GUI) appeals to users, and they report on the ease of use, as well as usefulness for personal studies of the module. In conclusion, the TUT programme is in line with similar programs regarding the development of critical thinking and research skills of students. The proposed transfer mode is successful and should be expanded to other modules of the ILTP. In doing so, it can serve as instrument for capacity building and empowerment of library staff members participating in the training venture.

Three technology curricula were published in Israel in the last decade, replacing the crafts curricula that had been implemented for approximately twenty years in Israel's elementary and junior high schools. The curricula for technology studies, too, were replaced in stages following the publication of the "Report of the Superior Committee for Scientific and Technological Education" (1992), which recommended the development of integrated science and technology curricula. According to the new integrated syllabus for science and technology in the junior high schools, Israel has begun to produce new curricular materials in two academic centers, involving hitherto unprecedented costs. The primary goal of this work is to develop a scheme for the analysis of technology learning materials to be used to determine whether the resulting materials address all aspects of the technology area of knowledge. Analysis of learning materials assists educators in making considered choices between the variety of existing materials, and thus contributes to the efficient implementation of the chosen curriculum. Analysis of learning materials may also improve the processes of planning and producing new materials by exposing the deficiencies of existing materials. The analysis scheme presented in this work is based on four basic factors in the education situation: subject matter, learner, milieu, and teacher. The scheme is not to be viewed as a normative measurement tool. The scheme is analytical and not judgmental. A scheme for the analysis of learning materials for science (specifically, biology) served as a model for development of the scheme presented herein. The scheme is intended for the use of both teachers and experts. Consequently, it is comprehensive and includes an explanation of the concepts, and analysts require guidance prior of its implementation. This study employed the qualitative research methodology, mainly documentation analysis and content analysis. The subject area of technology is undergoing process of conceptual consolidation and a search for a common denominator for all technological and engineering specialisations. There are currently numerous definitions that attempt to answer the question, what is technology? The central concepts of technology are unclear and consequently there are many approaches to technology education. (This work surveys twenty of the different approaches that are discussed in the professional literature. ) In the early stages of developing the 'subject matter' dimension of the analysis scheme, it became apparent that a conceptual infrastructure must first be established in order to clarify the "central areas of knowledge in technology" ("substantive structures") and the methodologies and methods used in technology problem solving ("syntactic structures"). The analysis scheme could not be completed without these conceptual frameworks. With the integration of technology instruction and other subjects, and the sciences in particular (the STS approach), technology has often been treated as a "mind-on" rather than a "hands on" subject. As a result, a gap has been created between real technology and school technology. In order to address this problem, an appendix to the analysis scheme has been developed, which details examples of "minds on" and "hands on" activities for the central areas of knowledge in technology. The analysis has been applied to the subject matter dimension of two units of study and has shown itself to be a powerful analytical tool for comparative analysis as

Pre-kindergarten students often arrive the first day of school carrying a backpack filled with supplies which they are eager to use. Inside these backpacks are scissors, glue, and crayons. This study proposes that the pre-kindergartners are also carrying another backpack, their literacy backpack holding all of their literacy skills and practices that they use every day at home. This qualitative case study examined these literacies brought from home in the students’ figurative literacy backpacks. The study also focused on their teachers’ literacy views and practices. The study was conducted in three parts. First, through field observations and interviews with parents, the literacy practices occurring at home were identified and examined. Unique “literacy stories” were crafted from the data for each of the pre-kindergartners and shared with their parents. Part two of the study examined the two pre-kindergarten teachers’ literacy practices through semi-structured interviews. The impact of external forces (e.g. state and federal mandates, school curriculum, grant requirements, and trainings) on the views and practices of the pre-kindergarten teachers was discussed. These external forces stress the development of formal literacies, thus modeling a narrow definition of literacy. Part three of the study focused on sharing the students’ “literacy stories” with their teachers and examining the teachers’ reactions to the stories. Data from the interviews following reading the stories pointed to the teachers’ acknowledging the multiple literacies found in the homes of their students and a desire to learn more about their families’ literacy practices in order to utilize them in the classroom. The students’ “literacy stories” proved to be a valuable tool in expanding the teachers’ definition of literacy. The stories helped the teachers broaden their views of literacy to include literacy practices that occur in many different cultural and social contexts; adopting a definition more in line with the socio-cultural development of literacy and the NLS concepts (Street, 2003). Using this definition, multiple literacies will be made visible in the classrooms and connections from home to school can be made allowing students to strengthen their existing literacies and expand them to incorporate other literacies. / text

published_or_final_version / abstract / toc / Linguistics / Master / Master of Philosophy

This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included.

Based on a presentation at the 27th Annual Conference of the Canadian Association for Information Science, June 9 - 12, 1999. / This exploratory study attempts to map the curricula of the ALA accredited LIS programs to provide a better understanding of the nature of LIS education as is currently prevalent in the United States and Canada. The mapping methodology is based on clustering keywords of individual course titles and course descriptions from each LIS program. Hence, the study provides a relatively accurate snapshot of the curricula through a concept intensity map of the subjects being presently taught in LIS programs. It is hoped that the map will contribute to discussions in designing a more cohesive LIS education.

There is a vast difference between the rich and poor countries in every respect. The difference is very pronounced in scientific and technical research, in terms of both volume and impact. Indeed the distribution of science is even more skewed than the distribution of wealth among nations. Science in the developing countries suffers from poor funding, poor laboratory and library facilities, low productivity and poor visibility. Developing country scientists have access to only a tiny fraction of the information they need and their own contribution to science is hardly noticed by others. They are often the also-rans in world science and are rarely members of international invisible colleges or collaboratories. It is important that these countries strengthen their scientific research and their scientists become fully integrated members of the worldwide network of science. But, unfortunately, the transformations effected in the conduct of science with the advent of the new ICTs (such as high bandwidth Internet) and the ever-increasing cost of subscriptions to journals and secondary services are widening the gulf between the industrialized and developing countries. Ironically, the steep rise in the cost of S&T information has helped Third World scientists in a way, as it forced scientists and librarians in the advanced countries to think of measures to overcome the â serials crisisâ many of which can benefit Third World scientists. These include, among others, the Open Archives and E-print Initiatives, Public Library of Science, the Budapest Open Access Initiative, SPARC (the Scholarly Publishing and Academic Resources Coalition), and BioMed Central. Also, eminent scientists like Bruce Alberts and editors like Richard Smith and world leaders like Gro Harlem Brundtland are championing the cause of enhanced access to information for Third World scientists. In response to such moves, commercial publishers of journals have allowed free delayed electronic access to a few high impact journals through institutions such as the Highwire Press of the Stanford University. Under WHOâ s Health InterNetwork, more than 25 commercial publishers have agreed to provide free (or low-cost) web access to about 2,000 biomedical journals for scientists, faculty and students working in universities, hospitals and other public institutions in the poor countries. To benefit from these initiatives, scientists in the Third World should have access to PCs and high bandwidth Internet, and many of them do not. As Bruce Alberts suggests, even if it means subsidising, such access must be ensured. Agencies such as the Third World Academy of Sciences, Inter Academy Panel, and the Inter Academy Council and Foundations such as the Soros Foundation, Rockefeller Foundation, Andrew Mellon Foundation, and the Bill and Melinda Gates Foundation should work in unison to facilitate free flow of S&T information for the benefit of scientists and people everywhere. Scientists everywhere should stop publishing in expensive commercial journals and support efforts aimed at democratising access to scientific information. All this is easier said than done. Commercial publishers will not easily let go the stranglehold they enjoy now, and those who want to bring about drastic changes are dispersed around the world and cannot really act as a cohesive body that can take on the might of the commercial publishers. Mere idealism cannot win. Scientists in developing countries should take advantage of recent initiatives to open up free and low-cost access to scientific and technical information, examine the pros and cons of different possibilities that have become available and choose the right options and enlist the support of key organizations, both national and regional and international. They should become proactive. This is a background paper commissioned by the International Development Research Centre (IDRC).

Poster paper / The concept of lifelong learning is much broader than formal education and goes beyond just keeping up; it encompasses all learning on all levels. In order to keep up with new resources, new technology, new publishing trends, new business and educational models, new modes of communication, and our library users, today's LIS professionals need to engage in some form of continuing education - and make lifelong learning an important aspect of their careers.

India is considered as an emerging knowledge economy; however, Indian citizens are not fully prepared to take up the challenges and opportunities of globalization. Lifelong learning helps in smooth transition in a rapidly changing workplace environment. This paper describes the lifelong learning process in the context of Indian society. This paper also elaborates how Indian public policies, particularly which are recommended by the National Knowledge Commission, supplement efficacies of knowledge economies by preparing young citizens in the country.

Library materials for an assignment in Women's Studies 240 (Suffragists, Sistahs, and Riot Grrrls: An Introduction to Women's Studies) at the University of Arizona