Information literacy in the classroom : assessing the competency of Western Cape teachers in information literacy education.

Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.This study investigated teachers’ competency in mediating information literacy in the classroom. At the heart of the problem was teachers’ own understanding of information literacy and their competency in information literacy education. The significance of the study is based on the following premises: information literacy is inferred in all the national curriculum statements; first year university students are expected to be able to learn independently from information resources, access and use information increasingly available online only, and write assignments based on research papers but their preparation at the school level appears inadequate and disparate; the education ministry has queried teachers’ lack of abilities in teaching research assignments and projects, often the vehicle for information literacy; and school librarians, the traditionally accepted purveyors of information literacy education, are scarce in South Africa making teachers the default information literacy educators. Further support for the study comes from the international literature: there is continued vocalization of the importance of information literacy through its association with inquiry-based learning. In teacher education certain assumptions have been questioned such as teachers’ innate abilities to mediate information literacy through their subject; and trainee teachers not needing information literacy education. Twenty nine participants in an information literacy education course at the University of the Western Cape formed the purposive sample. A mixed methods approach combined quantitative and qualitative modes of research and data. Data collection methods and tools included a pre- and post-course questionnaire, journals, interviews and assignment artefacts. The overriding mode of inquiry for the current study was qualitative. The principal theories guiding the study are constructivism, inquiry-based learning, and the process-based approach to information seeking behaviour. The important elements of an inquiry model, that incorporate information literacy, such as process learning, asking good questions, motivation, scaffolding, mediated learning and metacognition formed the kernel of the study. The study achieved its purpose in showing in a nuanced way that teachers, having undergone information literacy education, could teach their learners information literacy to a greater or lesser extent using a guided inquiry project. The course intervention saw participants progressing from a limited, unclear understanding of information literacy to having a satisfactory grasp of information literacy (education). Formerly, participants presented learners with a research project accompanied sometimes with a list of instructions, but only saw the completed project at the end. The course taught participants that information literacy needs to be made explicit in the classroom. One of the biggest challenges was using web-based information. The research shows that teachers need to be conversant and comfortable in the web environment and this conversion takes time and persistent breaking down of barriers. Using a change agency continuum, the study shows the participants’ varying degrees of change of beliefs from transmission teaching to using a guided inquiry approach. In comparing a (school) librarian’s approach to information literacy to the teachers’, the most glaring differences were teachers’ initial acceptance that information literacy occurs instinctively; that libraries were storehouses of “stuff” such as books; that textbooks are adequate for research projects; and that the ethical use of information was inconsequential. The study suggests that alternative sociological theories such as ICT for Development or Chatman’s Information Poverty could better explain the historical effect of teachers’ unequal access to information and the challenge of educating teachers in information literacy education in developing countries. The study recommends that all teachers receive information literacy education as part of their pre-service teacher training and that practicing teachers receive effective in-service training in mediating projects in the classroom. Teacher education policy documents need to make more explicit reference to information literacy education. The absence of the position of school librarian requires serious consideration as the lack of access to an organised, functioning school library continues to thwart literacy and information literacy

INFÂNCIAS E EDUCAÇÃO GUARANI

Os projetos Infância e Educação Guarani e Dimensão poética das linguagens na educação da infância, ambos vinculados ao grupo de pesquisa LinCE – Linguagens, Cultura e Educação, estabelecem interlocução entre pesquisadores, acadêmicos e escolas indígenas para pesquisar a educação das crianças Guarani em duas aldeias no interior do Rio Grande do Sul. O objetivo é promover abertura a outros modos de interrogar a educação das crianças em contextos coletivos a partir da interlocução entre princípio biocêntrico, pensamento ameríndio e as fenomenologias da imaginação poética, do corpo operante no mundo e da ação narrativa. Para problematizar a submissão das crianças pequenas à forma escolar dominante e avançar no processo dialógico de formação das escolas diferenciadas Guarani, a abordagem metodológica sustenta-se na etnografia e na pesquisa-ação com os índios Guarani nas aldeias de Estrela Velha e Salto do Jacuí. Os encontros permitem compreender valores educacionais sustentados em uma estética e uma ética dos tempos lentos e contínuos, do corpo no mundo, do imagético multisensório, do poder das narrativas míticas que revelam modos plurais de conceber a ideia de infância e a coexistência entre adultos e crianças

Episodic Memory in Detoxified Alcoholics: Contribution of Grey Matter Microstructure Alteration

Even though uncomplicated alcoholics may likely have episodic memory deficits, discrepancies exist regarding to the integrity of brain regions that underlie this function in healthy subjects. Possible relationships between episodic memory and 1) brain microstructure assessed by magnetic resonance diffusion tensor imaging (DTI), 2) brain volumes assessed by voxel-based morphometry (VBM) were investigated in uncomplicated, detoxified alcoholics

El magisterio español : Revista General de la Enseñanza: Año LIX Número 7344 - 1925 Noviembre 16

Copia digital. Madrid : Ministerio de Cultura. Subdirección General de Coordinación Bibliotecaria, 200

A proposed SyS Case Definition for Opioid Overdose Related ED visits- an evaluation in three regions

The objective is to develop a standard opioid overdose case definition that could be generalized nationally

Comunicar-se com o paciente sedado: vivência de quem cuida

How can we interact with sedated patients who are seemingly unable to express themselves? On the basis of these questions, we chose to realize a qualitative phenomenological study aimed at comprehending communication with the sedated patient from the perspective of the nurses who take care of those patients. Ten individual interviews were realized with intensive nurses from a Hospital School in São Paulo. After data analysis, four general thematic categories were revealed: communication with sedated patient x sedation degree; communication with sedated patient x attributed perception capacity; valuation of communication with sedated patient; forms of communication with the sedated patient. This research concluded that the communication with the sedated patient exists and occurs at different moments and in different ways through verbal and non-verbal communication.Cómo interactuar con pacientes sedados e aparentemente incapaces de expresarse? A partir de esta interrogante, decidimos realizar un estudio cualitativo, orientado por la vertiente de la fenomenología, con el objetivo de comprender "el comunicarse con el paciente sedado", a partir de la perspectiva de enfermeras que cuidan de estos pacientes. Se realizaron 10 entrevistas individuales con enfermeras intensivistas de un hospital docente de São Paulo y después del análisis de los datos, se descubrieron cuatro temas generales: comunicación con el paciente sedado x grado de la sedación; comunicación con el paciente sedado x capacidad de la opinión atribuida; valorización del comunicarse con el paciente sedado; formas de comunicación con el paciente sedado. Se concluye entonces que la comunicación con el paciente sedado existe y que esta ocurre en diferentes momentos y de diversas formas, a través de lo verbal y no verbal.Como interagir com pacientes sedados aparentemente incapazes de se expressar? A partir desse questionamento decidimos pela realização de estudo qualitativo, norteado pela vertente da fenomenologia, com o objetivo de compreender o comunicar-se com o paciente sedado, a partir da perspectiva das enfermeiras que cuidam desses pacientes. Foram realizadas 10 entrevistas individuais com enfermeiras intensivistas de um Hospital Escola de São Paulo e, após a análise dos dados, desvelou-se quatro categorias temáticas: comunicação com o paciente sedado x grau de sedação; comunicação com o paciente sedado x capacidade de percepção atribuída; valorização da comunicação com o paciente sedado; formas de comunicação com o paciente sedado. Concluiu-se, então, que a comunicação com o paciente sedado existe e que ocorre em diferentes momentos e de formas distintas, através do verbal e do não-verbal