Artists’ books in HE teaching and learning

Learning resource, teaching collection, study collection, research collection or special collection: a historical collection of artists’ books like that at Chelsea College of Art & Design Library can (and probably, has) been used and referred to in all these different ways, at different times, responding to changes in education, audiences, users, etc. The focus on research within universities has led, over time, to a narrow view of such collections and their use primarily as research material, often to the detriment of their use in teaching and learning. With the rebalancing in recent years of the importance of these activities, seen again as central to the mission of Higher Education (HE), a re-evaluation of the use of special collections, and specifically artists’ books collections, to enhance and improve the quality of learning and teaching activities, is required

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach

London in space and time: Peter Ackroyd and Will Self

Copyright @ 2013 the author. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.This paper explores the treatment of London by two authors who are profoundly influenced by the concept of the power of place and the nature of urban space. The works of Peter Ackroyd, whose writings embody, according to Onega (1997, p. 208) “[a] yearning for mythical closure” where London is “a mystic centre of power” – spiritual, transhistorical and cultural – are considered alongside those of Will Self, who explores the city’s psychogeography as primarily a political, economic and cultural artefact. The paper draws on original interviews undertaken by the author with Ackroyd and Self. Both authors’ works are available for literary study during the 16-19 phase in the UK, and this paper explores how personal delineations of the urban environment are shaped by space and language. It goes on to consider how authors’ and students’ personal understandings of space and place can be used as pedagogical and theoretical lenses to “read” the city in the 16-19 literature classroom

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century

The Educational Green: Researching Ways of Combining Professions

The Educational Green was an innovative 3rd year design studio held in 2007 in the faculty of Architecture, Building and Planning at the University of Melbourne. The studio both informed and was informed by the authors’ involvement in a Research Council (RC) grant (ongoing 2007-2010). It involved collaboration between university staff and students, a teacher educator and staff and students at a local secondary school as a case study and the studio leader wished to experiment with her teaching, evaluate it and respond to her evaluation immediately. Keywords: School Design; Environmentally Responsible; Sustainability</p