Public Libraries: techno trends and collective memory

By public library I mean here a library providing some kind of universal access to its assets, one whose readership isn’t exclusively tied and restricted to a particular organization – including the generally called public libraries, but also many specialized libraries, such as the academic of the open kind. Despite all efforts, public libraries continue to face strong barriers to their participation in the information society. Participants of the World Meeting on the Future of the ISIS Software recognized that “the ISIS Software Family has a unique technological concept and developmental mission to cope with Information Storage and Retrieval Systems (ISRS), particularly for developing countries where the technology is widely known and used; that the ISIS Software Family has now fully embraced the Free and Open Source Software approach and the support of UNICODE structures to be fully open and multilingual” (Rio Declaration 2008), restating thus the persistent relevance of this software family. OSS (Coar 2006) is defined as software whose source code is freely available, therefore allowing for free inspection and/or utilization, i.e., it is available for study and use by everyone without any payment or any other barrier to access. the lack of technical skill in libraries, a situation that libraries share with much of the public and cultural sectors. The study of OSS ILS, and of the their adaptation to the needs of specific public libraries may be the solution to this. Library Management Systems) that enhances digital archive interoperability between a diverse range of libraries

Digital technologies, learning and school: practices and perceptions of young children (under 8) and their parents

This article explores the practices and perceptions of young children (under 8 years old) and their families about the use of digital technologies at school and their potential for learning, as well as the articulation between formal learning at school and informal learning at home. Data was collected through activities with children and their families, and then we used qualitative content analysis to explore them. The results show that the use of digital technologies at school is more common in Primary, being rare in Preschool. However, the pedagogical potential of devices like computers and tablets is underexplored both in schools and at home. Parents consider that children under 8 are too young for using digital tools in school work and believe they are not prepared to do so yet (although children are actually tech-savvy)info:eu-repo/semantics/publishedVersio

The digital practices of Portuguese children (6-18) during Covid-19 lockdown

The Covid-19 pandemic was addressed, in most European countries, with a mandatory lockdown period, during which the use of digital technologies was intensified, for remote working, communication, entertainment, consumption and learning. Our research aims to map the digital practices of Portuguese children (6-18) during lockdown (between March 19th and May 2nd, 2020), focusing on their experience of formal Education and on their wellbeing. In Portugal, our empirical work follows a mixed method, combining an online survey to a representative sample of 509 dyads of parents and children (10-18) and in-depth interviews to families with younger children (6-12). Our findings confirm a significant intensification of the use of digital technologies by children, partly required by school, partly due to the lack of alternatives for entertainment and socialization. Most children find using digital technologies for long periods due to remote schooling tiresome, and feel anxious due to recurrent news about Covid-19.info:eu-repo/semantics/publishedVersio

Technologies and children up to 8 years old: what changes in one year?

In this chapter, we present a longitudinal study which aims to explore the involvement of children up to 8 years old and their families with digital technologies, focusing perceptions and use, during a one-year period. In a first phase, ten families with children up to 8 years old were interviewed. In a second phase, we interviewed eight of the initial ten families. In both moments, children elected the tablet as their favourite device, and their preferred activities were playing games and watching videos on YouTube. Due to an increase in their reading and writing skills, on the second visit to families, we observed that children had become more autonomous in their digital practices, being able to search about their interests and refine such searches. In addition, parents showed more positive perceptions regarding the use of technologies by their kids, promoting their use for scholar searches. The type of parental mediation is related to the parents’ perceptions about technologies: parents who consider their use beneficial for more pedagogic purposes, encourage their children, monitoring and supporting them, thus leading to their children using and perceiving the Web as an important tool to explore personal and school interests; parents who hold a less positive view about digital media do not encourage their use, not even for pedagogic purposes, frequently restricting screen-time, and therefore their children use the devices for limited time and mostly for play activities.info:eu-repo/semantics/publishedVersio

Mangrove foraminifera from western Ilha do Cardoso, south São Paulo State, Brazil

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O lugar da expressão plástica na prática educativa dos educadores de infância: um estudo de caso

Dissertação de mest., Educação Pré-Escolar, Escola Superior de Educação e Comunicação, Univ. do Algarve, 2012O presente relatório, intitulado “O Lugar da Expressão Plástica na Prática Educativa dos Educadores de Infância: um estudo de caso” desenvolveu-se no âmbito da Prática de Ensino Supervisionada (PES), tendo como principal objetivo conhecer o lugar da expressão plástica na prática educativa das educadoras de infância. Procurávamos, com a realização do Relatório da Prática de Ensino Supervisionada, aprofundar conhecimentos e desenvolver competências que nos permitissem uma prática educativa futura com mais qualidade no que toca à intervenção educativa no domínio da expressão plástica. Tendo em conta o objetivo geral do estudo, recorremos, em termos metodológicos, em primeiro lugar, à análise documental do Projeto Educativo da Instituição, seguindo-se análise documental dos dois Projetos Curriculares de Grupo (correspondentes a cada uma das salas da instituição). Seguiu-se a realização de uma entrevista semiestruturada a cada uma das duas educadoras cooperantes, tendo os dados obtidos sido sujeitos a análise de conteúdo. Em síntese, o estudo mostrou, através da análise e interpretação dos dados recolhidos, que as educadoras de infância atribuem importância à expressão plástica nas suas práticas educativas, trabalhando com regularidade este domínio. As duas educadoras afirmam que através deste domínio é possível trabalhar todas as outras áreas de conteúdo e domínios, trazendo vários contributos para o desenvolvimento das crianças