Collaboration as an Essential Tool in Information Literacy Education 9-16: Context, Qualities and Implications

This article addresses the research question of how contemporary school librarians can best surmount the challenges of limited funding and high expectations. The author argues that in order to provide effective information literacy instruction, school librarians should increase collaboration with academic librarians. A review of the literature identifies numerous articles describing individual collaborations and lamenting information literacy skills gaps among college students. This article intends to serve as a call to action to school and academic librarians. This literature review explores the context for collaboration in libraries, discusses examples of school library collaborations, and examines the implications of various aspects of collaboration

Sustainable dance making: Dancers and choreographers in collaboration

In this paper I explore the notion of sustainability, drawing from environmental policy and activism, and apply this notion to the process of dance making. I begin by defining sustainability, and move to exploring both the professional and community contexts of dance making and the practices of collaboration. In many ways, the motivation for this paper comes from a deeply felt concern I have regarding the practices of dance making in the professional dance ‘industry’, particularly as I have observed in New Zealand; practices which I regard as not only unsustainable but sometimes even harmful to dancers and choreographers. I begin by sharing a brief story about my experiences as a dancer as background to my argument

Mobile technologies: prospects for their use in learning in informal science settings

Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the settings in which learning takes place as a continuum from formal settings, e.g. university, to social structures, e.g. friendship groups (Sefton-Green, 2004). The literature on science learning with mobile devices at this very 'informal' end of the spectrum is currently sparse and so in the paper we reflect on some projects and possibilities across the continuum. Our main focus is how mobile devices can support informal learning in science and research possibilities. Some of the recent research on mobile learning has used an activity theoretical perspective, including one of the case studies we discuss and in the final part of the paper we highlight the influence of activity theory in helping us to consider the complexity of the learning settings

Marketing higher education in Africa : challenges and opportunities

This chapter examines the global marketing environment of today’s higher education institutions (HEIs). (Semi) Autonomous HEIs and business schools are increasingly behaving like for-profit organisations as they seek new opportunities and resources to prioritise revenue creation. Therefore, they are diversifying the portfolio of their student populations by recruiting domestic and international students. In this light, this contribution deliberates on contemporary integrated marketing communications that are intended to support HEIs to promote their quality, student-centred education as well as their high-impact and meaningful research in global markets. Moreover, it reports on how HEIs’ marketing endeavours will be able to forge fruitful and collaborative relationships with industry stakeholders; foster student mobility and engagement in exchange programmes, as they can create partnership agreements with other institutions, among other strategic avenues. These issues imply that tomorrow’s educational institutions will have to keep investing in adequate resources, competences and capabilities to leverage themselves amid intensifying competition in challenging socio-economic environments.peer-reviewe

Internationalisation from home- global collaborative project based learning

This paper explores how cross-institutional project-based-learning facilitated by Web 2.0 ICTs supported cross-cultural and cross-institutional student peer learning experiences. The focus of this paper relates to the most recent project named ‘The Gift’ conducted through ‘The Global Studio’. At each institution the students formed small local project teams which were paired with teams of students from one of the other collaborating universities. Initial findings suggest the majority of students perceived this innovative initiative as having facilitated their learning, especially in the intended areas of development of virtual teamwork and communication skills. This paper focuses on initial findings with regards peer learning in relation to ICTs and cross-cultural communication

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Succeeding Through Collaborative Conflict: The Paradoxical Lessons of Shared Leadership

Facing serious challenges that may dictate the complete overhaul of business mindset and industry must be directed by sound leadership. But is it possible to lead alone or is collaboration necessary to confront these challenges? These authors tackle the well-known idiom “two heads are better than one” and extract from its meaning the inherent dichotomy in shared leadership, mediating differences of direction, and preserving the integrity of individual perspective in this new age

Challenges to Teaching Credibility Assessment in Contemporary Schooling

Part of the Volume on Digital Media, Youth, and CredibilityThis chapter explores several challenges that exist to teaching credibility assessment in the school environment. Challenges range from institutional barriers such as government regulation and school policies and procedures to dynamic challenges related to young people's cognitive development and the consequent difficulties of navigating a complex web environment. The chapter includes a critique of current practices for teaching kids credibility assessment and highlights some best practices for credibility education

From Tutor-led to Student-led design education: the Global Studio

“Tutor-led” design education has been argued to be a system where lecturers are at the centre of teaching & learning activities and where educators’ tastes strongly influence students’ outcomes. Design education has also been argued not to prepare graduates for working in highly complex professional capacities synonymous with the contemporary era. We argue the role of tutors in tutor-led design education to be a factor in this. The Global Studio runs Web 2.0 enabled industry sponsored international collaborations between students. One aim is to introduce learners to “complex project situations” and consequently to prepare them for contemporary working life. It is operationally different from “tutor-led” design education as lecturers are more “distant” in teaching &learning activities and students construct conversations and outcomes primarily via interaction with peers. Feedback from home-institution students suggests many individuals struggle with making decisions without “tutor-led design education” involvement from tutors. Given the on-going change in funding provision and the continuing dissolution of “normal” structures, universities are predicted to continue to undergo extensive transformation in their remit and the way education is delivered. We ask whether tutor-led design education is maintainable and whether educators and students are prepared for the consequences of change

A Critical Review of Contemporary Practice in Internationalisation in the Hospitality, Leisure, Sport and Tourism (HLST) Subject Communities

This report identifies and critically reviews contemporary practice in the field of internationalisation within the HLST subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and global awareness. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in UK HLST curricula in the UK. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research into this area