Ideabook: Libraries for Families

The IDEABOOK is a research-based framework to guide and broaden family engagement in libraries.The framework helps libraries move beyond thinking of family engagement as random, individual activities or programs, but rather as a system where library leadership, activities, and resources that are linked to goals. The framework represents a theory of change that begins with a set of elements—leadership, engagement, and support services—that build a pathway for meaningful family engagement beginning in the early childhood years and extending through young adulthood.This IDEABOOK was developed for anyone who works in a library setting—from library directors and children's and youth librarians, to volunteers and support staff—and shares many innovative ways that libraries support and guide families in children's learning and development

Critical analysis of Chicana/o children\u27s literature: Moving from cultural differences to sociopolitical realities

In an effort to humanize the curriculum, to honor student voice and identity, and tap the cultural and linguistic knowledge of our students, two teacher educators engage their preservice teachers in the collective use of Chicana/o children’s literature. The authors describe a series of questions they designed in order to scaffold teachers\u27 ability to analyze the extent to which literature stereotypes Chicano/a children, rejects their linguistic realities, and/or minimizes existing inequities. A series of assignments challenge preservice teachers\u27 simplistic conceptualizations of inequality. In addition, they create a critical literacy poster/lesson plan, which can empower youth by simultaneously fostering academic competence and engaging them in social action

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Innovate Magazine / Annual Review 2011-2012

This year\u27s issue highlights some of the ways the SJSU School of Library and Information Science is being a catalyst for global innovation, explores the tools SJSU SLIS master\u27s students and faculty use to interact in our innovative online learning environment, and describes some of the exciting career pathways our alum are pursuing.https://scholarworks.sjsu.edu/innovate/1000/thumbnail.jp

Afterschool for the Global Age

Summarizes discussions from a July 2006 convening on model afterschool programs and best practices for enhancing global literacy, including innovative uses of community and international connections, project-based learning, and educational technology

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK

In recent years, higher education in Great Britain has undergone considerable change, most markedly the increase in fees from about £9,000 for a BA degree to £27,000 in 2012 in England. This fee increase has led to more questioning of the benefits of university education and a stronger focus on whether the students' financing of their education achieves a return on investment. The increased earning over a life time are estimated to range from £100,000 to £500,000 (Anderson) and, as repaying their student debt has become a major preoccupation for new graduates, employability has become a key theme in university publicity: "Enhance your employability" is a key message given to prospective students by the most popular degree course at the Open University, an open and distance higher education provider in the UK, ranked 14th overall in a national league table for the employability of its graduates. Research (for example Araújo et al.) has demonstrated that knowledge of a second language increases employability across Europe. The importance of intercultural communicative competence (ICC) for working in multicultural teams is widely acknowledged and recognised by employers (CBI 32,39) and so is intercultural dialogue for social cohesion (CoE, White Paper 5). Degrees in modern languages, especially when they integrate the development of ICC, therefore present strong employability benefits. This paper presents the approach the School of Languages and Applied Linguistics at the Open University in the UK has taken to integrate both employability and ICC skills in its curriculum and enhance the skills base of graduates and their chances of finding work in the national or international graduate workforce. We will describe the design principles and development of our detailed framework and supporting resource - designed to span our entire modern languages programme, in five languages, from ab initio to degree level - and demonstrate how our innovative learning design implements the framework and supports the training of highly employable multilingual global citizens able to articulate the range of skills they have developed

De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings

Dominant approaches to teaching social studies often marginalize bilingual and bicultural students. This is particularly troubling because the explicit goal of the social studies is to cultivate civic participation. Educational inequalities are thus tied to political inequalities. In light of this, this article shares a narrative case study of the author\u27s own bilingual and bicultural approach to teaching middle school civics at a dual-language American school in Mexico. Through the illustration of a comparative civics curriculum that incorporates translanguaging practices, the author argues that embracing bilingualism and biculturalism in the social studies can lead to more expansive possibilities for justice-oriented civic education