137,037 research outputs found

    An information literacy integration model and its application in higher education

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    Purpose - The purpose of this paper is to present a model for curricular integration of information literacy for undergraduate programs in higher education. Design/methodology/approach - Data are drawn from individual interviews at three universities in Australia and curricular integration working experience at a New Zealand university. Sociocultural theories are adopted in the research process and in the development of the model, Findings - Key characteristics of the curriculum integration of information literacy were identified and an information literacy integration model was developed. The S2J2 key behaviours for campus-wide multi-partner collaboration in information literacy integration were also identified. Research limitations/implications - The model was developed without including the employer needs. Through the process of further research, the point of view of the employer on how to provide information literacy education needs to be explored in order to strengthen the model in curricular design. Practical implications - The information literacy integration model was developed based on practical experience in higher education and has been applied in different undergraduate curricular programs. The model could be used or adapted by both librarians and academics when they integrate information literacy into an undergraduate curriculum from a lower level to a higher level. Originality/value - The information literacy integration model was developed based on recent PhD research. The model integrates curriculum, pedagogy and learning theories, information literacy theories, information literacy guidelines, people and collaborative together. The model provides a framework of how information literacy can be integrated into multiple courses across an undergraduate academic degree in higher education

    Annotated Bibliography of Educational Materials on Legal Ethics

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    Rhode presents an annotated bibliography that includes references to written and audiovisual materials for legal ethics courses and curricular integration projects

    Feasible levels of curricular integration

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    [Extract] Many students struggle to interconnect biochemistryand molecular biology (BMB) contents taught in separateclasses or to relate BMB to what they learn in othercourses. Such students lack the necessary perspectiveto perceive the intradisciplinary and interdisciplinary‚Äė‚Äėbonds‚Äô‚Äô of BMB. In other words used before in this jour-nal, they are unable to see the tertiary and quaternarystructure of BMB. As teachers of BMB, we must stronglyconsider how to change this if we wish our students tounderstand what we want them to learn. Integrationoffers an opportunity to help students make connections,to learn better how to scaffold and organize their BMB.Research on how people learn shows us that deep learn-ing and expertise in any discipline relies on an adequateorganization of knowledge

    Service Learning and Curricular Integration

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    His name was Joe, and my experience with him frustrates me even today when I remember it. He was a bright, articulate, and persuasive student in an Applied Leadership Theory course I was teaching for honors students. He was a typical community college student in many ways-a bit older, married with one child, working full-time, and taking three courses. He was that pseudo-intellectual whom many of the other students admired. He had no problem questioning the need for many of the class assignments as well as the validity of course content. I liked him for his contributions to the class. But I was disappointed in his unwillingness to genuinely enter into the course. Finally, I confronted him in class

    African-Born Immigrants in U.S. Schools: An Intercultural Perspective on Schooling and Diversity

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    Despite the significant increase of African-born immigrants in the United States of America, the education system does not recognize their presence and does little to facilitate their integration through the implementation of necessary curricular adjustments. The purpose of this article is to call on multicultural education advocates to endorse the argument for the distinctness of African-born immigrants as a complex cultural group with unique vulnerabilities requiring sensitivity. Organizationally, the paper develops four key points: the current demographic representation of the African population; the absence of African voices in multicultural education scholarship; the salience of multicultural education advocacy in recognizing the essence of African cultures in the western world; and the minimal coverage of African topics in the U.S. curriculum. Two sets of recommendations, curricular and culture-oriented, conclude the argument

    Curricular integration in the elementary classroom

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    The No Child Left Behind Act and how it narrows the elementary curriculum is an important educational issue. Integration is a valuable teaching practice that is becoming more wide spread in today\u27s classrooms because of the pressures placed on teachers by NCLB. Integration is used to relieve some of the pressures of NCLB by helping teachers create more time to teach all subject areas. Integration allows teachers to connect learning standards across the curriculum and make lessons more meaningful for the students. This paper describes what integration is and why teachers need to implement integration into their daily instruction. In addition, this paper provides research-based evidence of the benefits of integration and how teachers can begin to effectively use integration in their classrooms

    Elementos de integração didática e ensino da gramática

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    Partindo da rela√ß√£o multidimensional que se estabelece entre os conceitos de integra√ß√£o curricular e de did√°tica da gram√°tica, aprofundamos a reflex√£o sobre a inter-rela√ß√£o entre as diferentes conce√ß√Ķes de integra√ß√£o curricular e as diferentes formas de abordagem que os processos de ensino e aprendizagem da gram√°tica podem assumir nos primeiros anos de escolaridade. Abordamos, do ponto de vista da cr√≠tica da raz√£o did√°tica, os grandes dom√≠nios t√©cnico-did√°ticos que a interface Integra√ß√£o Curricular/Did√°tica da Gram√°tica determina nesta etapa da escolaridade em que o car√°ter transversal e a dimens√£o impl√≠cita no ensino da gram√°tica desempenham um papel fundamental: (i) lingu√≠stica descritiva/gram√°tica da palavra: palavra fonol√≥gica, palavra morfol√≥gica, palavra sem√Ęntica e classes de palavras; (ii) ensino e aprendizagem do vocabul√°rio (iii) representa√ß√£o gr√°fica e ortogr√°fica; (iv) lingu√≠stica descritiva/gram√°tica da frase: palavra morfossint√°tica e grupo de palavras; (v) lingu√≠stica textual ‚Äď gram√°tica do texto. Propomos, adotando como referenciais epistemol√≥gico-did√°ticos o Dicion√°rio Terminol√≥gico (DT), as Metas Curriculares de Portugu√™s (MCP) e os Programas de Portugu√™s do Ensino B√°sico (PPEB), uma proposta pr√°tica de integra√ß√£o curricular, materializada na op√ß√£o metodol√≥gica de Unidade Did√°tica, com defini√ß√£o de percursos de ensino e aprendizagem integrados.Based on the multidimensional relationship that is formed between the concepts of curricular integration and teaching grammar, the reflection on the inter-relationships between the diferente conceptions of curricular integration and the different approaches that grammar teaching and learning processes can take on in the first years of schooling is deepened. We approach, from the point of view of didactic reasoning, the great technical-didactic fields that the interface Curricular Integration/Didactic of Grammar determines in the school phase where the transversal character and the implicit grammatical dimension has a fundamental role: (i) descriptive/grammar linguistics of the word: phonologic word, morphologic word, semantic word and words classes; (ii) vocabulary teaching and learning; (iii) graphic and orthographic representation; (iv) descriptive/grammar linguistics of the phrase: morphosyntactic word and words groups; (v) textual linguistics ‚Äď text grammar. It is proposed that adopting as a reference of epistemological-didactics the ‚ÄúDicion√°rio Terminol√≥gico (DT)‚ÄĚ (Terminology Dictionary), the ‚ÄúMetas Curriculares de Portugu√™s (MCP)‚ÄĚ (Portuguese Curricular Standards) and the ‚ÄúProgramas de Portugu√™s do Ensino B√°sico (PPEB)‚ÄĚ, (Portuguese Programmes for Primary Schools), a practical proposal for curricular integration, materialized in the methodological option of the Didactic Unit as the definition of the integrated teaching and learning paths.info:eu-repo/semantics/publishedVersio

    Information literacy education in the UK: reflections on perspectives and practical approaches of curricular integration

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    This paper has two main aims, to present the current position of information literacy education in UK-based academic institutions and to propose a strategy that ensures the integration of this phenomenon in learning and teaching institutional practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives, including the institutional angle and the views associated with faculty staff, library staff and students. What transpires from the findings is that information literacy from an institutional perspective is dominated by the need to measure information skills within the context of information as a discipline in its own right. Another issue that is raised by the data points to a great deal of misinformation regarding information literacy, and that, as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. We aim to address these points by drawing on recent scholarship and research in the field which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a Fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum

    Las TIC en el sistema escolar de Canarias: los programas institucionales de innovación educativa para la integración curricular de las tecnologías de la información y la comunicación

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    Este art√≠culo presenta el proceso y los resultados de un estudio centrado en los distintos Programas Innovaci√≥n Educativa para la integraci√≥n curricular de las Tecnolog√≠as de la Informaci√≥n y la Comunicaci√≥n (en adelante TIC) en la Comunidad Aut√≥noma de Canarias. La Consejer√≠a de Educaci√≥n, Cultura y Deportes del Gobierno de Canarias puso en marcha, a lo largo de los a√Īos ochenta y noventa, tres Programas Educativos como sistemas de apoyo a la integraci√≥n y uso de las TIC en el sistema escolar de Canarias. Este estudio forma parte de una investigaci√≥n m√°s amplia, dirigida a la reconstrucci√≥n y an√°lisis de las pol√≠ticas de formaci√≥n permanente del profesorado para la integraci√≥n curricular de las TIC, desarrolladas en la Comunidad Aut√≥noma de Canarias durante los a√Īos ochenta y noventa. Y, en este sentido, en el citado estudio se presenta la reconstrucci√≥n y an√°lisis de las aportaciones realizadas por los Programas Educativos a la formaci√≥n del profesorado para la integraci√≥n curricular de estas tecnolog√≠as.This communication it presents the process and the results of a study centred on the different Programs Educational Innovation for the integration curricular of the Technologies of the Information and the Communication (in forward Tics) in the Autonomous Community of Canaries. The Council of Education, Culture and Sports of the Government of Canaries it started, throughout the eighties and nineties, three Educational Programs as systems of support to the integration and use of the TIC in the school system of Canaries. This study forms a part of a more wide investigation directed the reconstruction and analysis of the political ones of permanent training of the professorship for the integration curricular of the TIC developed in the Autonomous Community of Canaries during the eighties and nineties. And, in this respect, in the mentioned study one presents the reconstruction and analysis of the contributions realised by the Educational Programs to the formation of the teaching for the integration curricular of these technologies
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