Examination of the context of record creation, maintenance, and use is a valuable tool which allows the archivist to build a body of knowledge regarding archival records and their creators. Such knowledge enables the archivist to make informed decisions in all realms of archival practice. This discussion focuses upon the women's organization, undertaking a case study of three organizations in Vancouver, British Columbia in order to provide information about their record keeping practices. The case study employs open-ended focus interviews, observation, and document analysis, where provided. Participants are selected based upon their involvement in the creation, maintenance, and use of records in their respective organizations. They are asked to provide information as to the administrative history of the organization and to describe the processes by which they receive, create, use, organize, maintain, and destroy records. Participants are also asked to characterize their organization and its record keeping practices as they relate to the concept of a women's organization. A framework for analysis is established, which allows for further characterization of each women's organization. This framework addresses the voluntary nature of most women's organizations, as well as their unique processes and forms. Three models are presented which allow for further characterization of the history, structure, and practices of each organization. The distinctive internal processes, forms, and record keeping practices of the Women's International League for Peace and Freedom, the Western Businesswomen's Association, and the West Coast Women's Legal Education and Action Fund are presented. The thesis concludes by providing recommendations regarding further explorations of record creation, maintenance, and use and their value for the archival profession.

Examination of the context of record creation, maintenance, and use is a valuable tool which allows the archivist to build a body of knowledge regarding archival records and their creators. Such knowledge enables the archivist to make informed decisions in all realms of archival practice. This discussion focuses upon the women's organization, undertaking a case study of three organizations in Vancouver, British Columbia in order to provide information about their record keeping practices. The case study employs open-ended focus interviews, observation, and document analysis, where provided. Participants are selected based upon their involvement in the creation, maintenance, and use of records in their respective organizations. They are asked to provide information as to the administrative history of the organization and to describe the processes by which they receive, create, use, organize, maintain, and destroy records. Participants are also asked to characterize their organization and its record keeping practices as they relate to the concept of a women's organization. A framework for analysis is established, which allows for further characterization of each women's organization. This framework addresses the voluntary nature of most women's organizations, as well as their unique processes and forms. Three models are presented which allow for further characterization of the history, structure, and practices of each organization. The distinctive internal processes, forms, and record keeping practices of the Women's International League for Peace and Freedom, the Western Businesswomen's Association, and the West Coast Women's Legal Education and Action Fund are presented. The thesis concludes by providing recommendations regarding further explorations of record creation, maintenance, and use and their value for the archival profession. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le preoccupazioni di quei docenti che, senza essere formati alla glottodidattica, sono chiamati ad integrare obiettivi linguistici al curriculum disciplinare. Il nostro lavoro parte dall’esame di un corpus di video-lezioni da noi raccolte ai fini di una ricerca-azione commissionata dal MIUR volta ad indagare il grado di innovazione implicata dal CLIL, per poi giungere a dimostrare l’importanza dell’auto-osservazione e dell’auto-riflessione sulla prassi didattica, fino a proporre l’introduzione dell’esercizio di microteaching nella formazione dei docenti CLIL. Una ricca riflessione sull’organizzazione concettuale della propria disciplina e sulla sua trasposizione didattica conduce i docenti a un interessate lavoro sulla mediazione della conoscenza che sviluppa le loro competenze professionali. / Focusing on teaching and training activities implemented in Italy to provide secondary schools with teachers able to teach in the CLIL context, our research aims at demonstrating the impact of this methodology in teacher training and professional development. Since 2014 this methodology has become compulsory for the Italian secondary terminal classes (except vocational high schools). A strong demand for training prompted from institutions and teachers, urgently required to teach disciplines in a foreign language. The MIUR has therefore set up university courses aimed at integrating languages and disciplines. Here we explore the possibility of exploiting video-training to face Italian teachers’ concerns, who are asked, without being trained in language teaching, to integrate linguistic objectives into their curriculum. We examine a corpus of video-lessons collected for a research set on behalf of the Italian Ministry of Education to investigate at what extent CLIL brought an innovation into the Italian Education. Once highlighted the importance of (self)observation and (self)reflection upon classroom practices, we propose the introduction of micro-teaching practice in CLIL teacher training. A fruitful reflection on the conceptual organization and the didactic transposition of their discipline leads teachers work on the linguistic mediation of knowledge which improves their professional skills.