The Critical Catalog: Giving Voice to Diverse Library Materials through Provocative Design

Although laudable strides have been made to highlight and provide access to diverse library materials about and made by traditionally marginalized communities, current approaches are curatorial, non-scalable, and non-systematic. Using a critical design approach, we address how libraries might move beyond curatorial practices with the proposal of a “Critical Catalog” that advocates for diverse materials and discusses the problems and challenges of categorizing identity. The proposed provocative catalog offers the possibility to raise awareness of diverse library materials; expose readers to new and different resources, ideas and cultures; alter reading habits; and ultimately provide more equitable representation by preventing the inadvertent and unintentional erasure of diverse library materials, thus giving a stronger voice to marginalized communities

An Amateur's Prolegomenon

An exercise in choice, a real-time reportage of Palácio de Marquês de Pombal in Lisbon, Portugal. Produced as one mehod in my role of writer-in-residence at the Lisbon Architecture Triennale field, in the abandoned seventeenth century palácio, built by the inventor of the grid system, the rebuilder of Lisbon. Examining the affective, physical vulnerability of the decrepit palácio; utilising the very surface of description as a means of critical judgement; giving materials voice; restoring evaluative purpose to the amateur, to form a prolegomenon of mediated histories and research

The development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject area

The file attached to this record is the author's final peer reviewed version.This paper outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge; which can be constructed as: subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects to: build first subject content knowledge; then create teacher’s packs to build pedagogic content knowledge; and a bespoke CPD programme to embed their inter-relationships and build technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which is conceptualised as practicing ‘communicative action’ (Habermas 1984) and disrupts the hegemonic grip of the academic curriculum dominated by the tradition music canon. This paper adds to the knowledge-base regarding how to develop the different domains required for teaching a new subject. We argue that sound-based music is accessible to all teachers and learners, thereby increasing inclusivity. This in turn can radically disrupt ways of teaching music in schools and the model created provides the necessary scaffolding for a paradigm shift in music teaching on an international level

Diversity in age: the challenges of reaching the ‘hard to reach'.

Older people are typically characterised as late adopters of new technology. In this paper we begin to explore the true diversity of digital engagement, extending our scope among older people to include those who are highly engaged, those who are not engaged, and those who are in transition as learners or giving up. A critical element of our research approach is the active participation of older people, and we seek out settings that provide opportunities to widen participation, adapting our survey materials accordingly. Our initial findings explore correlations of digital engagement through the use of selected technologies and activities compared with settings, age and gender. This characterisation of diversity of older people is part of a larger study on autonomy and independence of older people through the use of digital technologies. In giving older people a voice to participate in research into future digital engagement we need to look for novel ways to ensure that different voices are represented

Improvement of oral reports through the students' use of audio-visual aids

Author misnumbered thesis. Please note that there are TWO page 108s, but the continuity is the same. Thesis (Ed.M.)--Boston Universit

The english teaching and learning activities at SD Al-Irsyad Surakarta

This final project report is intended to describe the English teaching and learning activities at SD Al-Irsyad Surakarta, and to find out the raised problems with the solutions in the English teaching and learning activities at SD Al-Irsyad Surakarta. It is written based on the job training that has been done from February until April 2006 at SD Al-Irsyad Surakarta. SD Al-Irsyad Surakarta has given the English lesson from first class until sixth class. The English teaching and learning activities at SD Al-Irsyad Surakarta is held every Monday and Wednesday. The methods used in collecting the data in this final project were observation, participation, and interview. The English teaching and learning activities at SD Al- Irsyad Surakarta consist of greeting, explaining materials, exercising, ending the lesson. It is held in the class and LRC room, the activities at the LRC room are watching video and games. The raised problems at the English teaching and learning activities at SD Al- Irsyad Surakarta are uncooperative student, unenthusiastic student, limited facilities, and uncompleted English syllabus. Solution of problems are applying the game method, making the interested of the English teaching and learning activity

THE ENGLISH TEACHING AND LEARNING PROCESS TO THE FOURTH GRADE STUDENTS OF SDN 03 GEMOLONG SRAGEN

Epik Tri Rahayu. 2008. The English Teaching and Learning Process to The Fourth Grade Students of SDN 03 Gemolong, Sragen. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University. This report is written based on the job training done by the writer as an English teacher in SDN 03 Gemolong for a month. The purpose is to know and to understand the English Teaching and Learning process at SDN 03 Gemolong, including the difficulties faced by the students and the teacher and also to find the solutions for those difficulties. The data of this report is obtained from the writers’ observation and experience when she taught English lesson. During conducting the job training, the writer used some steps to make the English teaching and learning process run smoothly. The steps covered greeting, warming up, presentation strategies, skill practice, assessment and ending the lesson. The result shows that there are some difficulties faced by the writer. The difficulties are related to the problems of the students and the teacher. The problems of the students are the students’ condition and the students’ motivation. Meanwhile, the teachers’ problems are limited source books and in handling the students. The writer also presents the solutions to solve the difficulties from the discussion in this report. To solve the students’ problem about the students’ condition, the writer explained the material using loud voice and often reminded them to be silent and listened to the explanation. Besides, to motivate the passive students’ the writer gave extra explanation to them and gave reward. Furthermore, to solve the teachers’ problem in limited source books, the writer create another exercise to develop the students’ ability in facing the test that is not provided in the source books. To solve the problem about handling the students, the writer make the students busy by giving them tasks done in pairs

Research and pupil voice

"There are many reasons for involving children and young people in the process of research (Kirby, Lanyon, Kronin, & Sinclairl,2003). We may for example believe that the research will be better or more meaningful,and have greater validity in revealing children’s views and experiences. Additionally we may believe in the importance of democratic participation, and that children should contribute to the decision-making process in the development of aspects of their lives that particularly concern them. We may also as educators recognize that contributing to the research process provides an important vehicle for personal development. There is therefore a growing body of interest in developing research that might be described as participatory,whether this involves ensuring that the voices of all children are included, extends to the active engagement of children in the research process, or (as in emancipatory research traditions) involves children explicitly leading the research process.

Shareholder voice and its opponents

This paper has shown that some of the principal arguments against shareholder voice are unfounded. It has shown that shareholders do own corporations, and that the nature of their property interest is structured to meet the needs of the relationships found in stock corporations. The paper has explained that fiduciary and other duties restrain the actions of shareholders just as they do those of management, and that critics cannot reasonably expect court-imposed fiduciary duties to extend beyond the actual powers of shareholders. It has also illustrated how, although corporate statutes give shareholders complete power to structure governance as they will, the default governance structures of U.S. corporations leaves shareholders almost powerless to initiate any sort of action, and the interaction between state and federal law makes it almost impossible for shareholders to elect directors of their choice. Lastly, the paper has recalled how the percentage of U.S. corporate equities owned by institutional investors has increased dramatically in recent decades, and it has outlined some of the major developments in shareholder rights that followed this increase. I hope that this paper deflated some of the strong rhetoric used against shareholder voice by contrasting rhetoric to law, and that it illustrated why the picture of weak owners painted in the early 20th century should be updated to new circumstances, which will help avoid projecting an old description as a current normative model that perpetuates the inevitability of "managerialsm", perhaps better known as "dirigisme"