Introduction to Media Literacy History

Why is it important for us to consider the history of media literacy? Beyond forging connections of the past to the present, exploring the history of the field can deepen intellectual curiosity and understanding for those who work in media literacy education, ignite interest in others, and drive investigation into understanding the relationships of the facets and fundamentals of media literacy from past to present and into the future. The theme of leadership emerges from questions such as: How do people build programs? How does information get disseminated? What were the challenges? Who were the learners? Who were the teachers? What were the tools? The discussions borne from these themes lead to questions about the influence of changes in society and technology over time to media literacy education. Just as our individual experiences shape and define our personal identities, a community’s past and present shape how the field sees itself today and shapes a vision for the future

Africa 2060: good news from Africa, April 16, 2010

This repository item contains a single issue of the Pardee Conference Series, As the keystone event of a research program called “Africa 2060,” the Frederick S. Pardee Center for the Study of the Longer-Range Future at Boston University convened a conference on April 16, 2010 called Africa 2060: Good News from Africa. The program featured more than a dozen expert panelists from Boston University and across the world, and the approximately 100 participants included many African scholars and citizens from the continent who contributed to lively and well-informed discussion. The Pardee Center conference was co-sponsored by Boston University’s Africa Studies Center (ASC), the African Presidential Archives & Research Center (APARC), and the Global Health & Development Center (GHDC).This report provides commentary reflecting upon and information pertaining to the substance of the conference. An introductory overview looks at the major issues discussed at the event, which are placed within the larger literature on Africa’s future. Four short essays prepared by Boston University graduate students provide readers with more specific reflections and highlights of each conference session and the main issues discussed by panelists. The final section presents analyses of key trends and projections related to societal, economic, and governance issues for Africa and a commentary on what this information tells us about the drivers that will determine the continent’s future

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

Introduction – Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu Objective – To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions. Method: A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature. Discussion - Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) Legacies from the past and the inherent features of nurse education and (2) Challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models. Conclusion(s) – Ongoing challenges in providing accessible, effective and quality clinical learning experiences are apparent

A Typology of Virtual Teams: Implications for Effective Leadership

As the nature of work in today\u27s organizations becomes more complex, dynamic, and global, there has been an increasing emphasis on far-flung, distributed, virtual teams as organizing units of work. Despite their growing prevalence, relatively little is known about this new form of work unit. The purpose of this paper is to present a theoretical framework to focus research toward understanding virtual teams and, in particular, to identify implications for effective leadership. Specifically, we focus on delineating the dimensions of a typology to characterize different types of virtual teams. First, we distinguish virtual teams from conventional teams to identify where current knowledge applies and new research needs to be developed. Second, we distinguish among different types of virtual teams, considering the critical role of task complexity in determining the underlying characteristics of virtual teams and leadership challenges the different types entail. Propositions addressing leadership implications for the effective management of virtual teams are proposed and discussed

CAHRS hrSpectrum (July - August 2006)

HRSpec06_08.pdf: 61 downloads, before Oct. 1, 2020