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Article
Publication date: 3 April 2018

Andrew Kenneth Shenton

This paper aims to explore the placement of the skill of reading in models devoted to information behaviour and information literacy process frameworks, with particular attention…

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Abstract

Purpose

This paper aims to explore the placement of the skill of reading in models devoted to information behaviour and information literacy process frameworks, with particular attention to children and young people.

Design/methodology/approach

The work is based on an analysis of pertinent literature that has been published over a period of some 80 years. The sources include monographs, essays in books, academic journal papers, conference proceedings and articles in professional periodicals.

Findings

Much thinking on information behaviour tends to assume that reading takes place either for leisure purposes or to support study, whilst information literacy (IL) frameworks typically either emphasise higher-order reading skills or present generic stages in which reading is subsumed within a category of more abstract action. Many IL models implicitly assume that the individual has already mastered the fundamentals of reading.

Research limitations/implications

Although extensive, the author’s literature review is by no means exhaustive. It does not refer to all models of either information behaviour or information literacy.

Practical implications

Information professionals need to acknowledge the true variety of motivations that prompt young people to read, and those responsible for information literacy instruction must determine how far they view their role as providing teaching in basic reading skills.

Originality/value

The paper is unusual in examining reading from two quite different perspectives - those of information behaviour and information literacy - and, despite its academic orientation, concludes with a range of suggestions intended to be of use to practising librarians.

Details

Collection and Curation, vol. 37 no. 2
Type: Research Article
ISSN: 2514-9326

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Article
Publication date: 4 March 2014

Andrew Kenneth Shenton

– The paper aims to explore the purposes of school libraries as they are viewed by teenagers attending a high school in northern England.

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Abstract

Purpose

The paper aims to explore the purposes of school libraries as they are viewed by teenagers attending a high school in northern England.

Design/methodology/approach

The work is based on qualitative data contributed by 245 youngsters. Their material was coded inductively and frequency counts were generated in order to determine the balance of the data in relation to individual themes.

Findings

Typically, the school library was understood as an area that made available books either for pleasure reading or academic purposes. No participant referred either to the work of librarians or to the value of libraries in enabling the user to find information in support of personal interests.

Research limitations/implications

The research took place in only one school and it may well have been the case that many students who were apathetic towards school libraries simply declined the opportunity to participate in the work.

Practical implications

Although the attitudes of the young people who contributed data were to an overwhelming degree constructive, key gaps were evident in their awareness of the potential of a school library. These are best rectified by managers developing their facility in such a way that it serves to demonstrate effectively to students the roles that the school library can play in a diversity of situations.

Originality/value

Much of the published literature dealing with the purposes of school libraries and the prerequisites necessary to ensure their effectiveness pays little regard to the ideas of young people themselves. This paper goes some way towards remedying the deficiency.

Details

New Library World, vol. 115 no. 3/4
Type: Research Article
ISSN: 0307-4803

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Available. Content available
151

Abstract

Details

Library Review, vol. 62 no. 1/2
Type: Research Article
ISSN: 0024-2535

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Article
Publication date: 23 March 2010

Andrew K. Shenton and Megan Fitzgibbons

The purpose of this paper is to discuss the problems of a one size fits all approach to information literacy (IL) teaching, and consider how to make the experience more relevant…

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Abstract

Purpose

The purpose of this paper is to discuss the problems of a one size fits all approach to information literacy (IL) teaching, and consider how to make the experience more relevant to the learner.

Design/methodology/approach

The paper provides a discussion based on an extensive analysis of the literature.

Findings

Isolated rote learning, without any self‐motivation on the part of the learner, will limit the degree to which information skills can be applied in other situations. If lifelong learning is the true goal of IL education, information specialists are ideally placed to impart skills that go beyond the ostensibly limited relevance (from a student's perspective) of academic assignments.

Research limitations/implications

The paper discusses alternative approaches to the teaching of IL based on a review of the literature. It offers new models for consideration for IL practitioners.

Originality/value

The paper discusses the role of the learner and their motivation and how librarians can make IL training more relevant to the individual. As such should be of interest to practitioners in educational institutions of all kinds.

Details

Library Review, vol. 59 no. 3
Type: Research Article
ISSN: 0024-2535

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Article
Publication date: 1 June 1999

Andrew Lock

Business school accreditation has been long established in North America. Its development in the UK and Europe is of much more recent origin and has been fuelled primarily by…

1537

Abstract

Business school accreditation has been long established in North America. Its development in the UK and Europe is of much more recent origin and has been fuelled primarily by concerns to protect the MBA brand. It is only recently that a European process of whole school accreditation (EQUIS) has emerged, and the process is now continuing with the “second wave” of schools. This paper traces the development of accreditation processes in the USA, the UK, across the European Union and Central and Eastern Europe. It also explores the implications of accreditation and recognition systems for providers and consumers of business qualifications, whether employers or prospective students. The relationship between these systems and national and institutional approaches to academic quality standards is explored. Finally, we analyse the future of the range of accrediting systems in the UK and the wider European Union.

Details

Quality Assurance in Education, vol. 7 no. 2
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 October 1963

The Public Health (Meat) Regulations, 1924 have at last been replaced. At the time of their making, they were hailed as a great advance towards an adequate meat inspection…

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Abstract

The Public Health (Meat) Regulations, 1924 have at last been replaced. At the time of their making, they were hailed as a great advance towards an adequate meat inspection service; that they have lasted for almost forty years is not an indication, however, of their success in meeting the needs of the situation. They were too much of a compromise with vested interests; the great obstacle was the private slaughterhouse and complete freedom of action by the butcher. Notices and hours of slaughter and removal of carcases were all designed to help the butcher and not the inspector. In districts with many private slaughterhouses, widely scattered, they made the work of an inspector honestly trying to inspect all animals slaughtered very hard indeed. These difficulties made certain that inspection at the time of slaughter or immediately after of all animals slaughtered for food could only be practicable in the larger centres.

Details

British Food Journal, vol. 65 no. 10
Type: Research Article
ISSN: 0007-070X

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