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Article
Publication date: 1 March 1999

Marian Shemberg and Cheryl Grossman

In late 1997/early 1998, we conducted a survey dealing with library provision of electronic journals and other electronic resources. We compared the responses from a census of…

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Abstract

In late 1997/early 1998, we conducted a survey dealing with library provision of electronic journals and other electronic resources. We compared the responses from a census of Association of Research Libraries (ARL) to a sample of non‐ARL Master’s, Doctoral, and Research institutions. Of the 299 libraries surveyed, 250 surveys were returned for a response rate of 83.6 percent. Analysis of the responses emphasizes the number and types of computers available in libraries, electronic resources in libraries, past and future cancellation decisions and archiving responsibilities. It was determined that both ARL and non‐ARL libraries offer extensive electronic services to their constituents. Libraries are beginning to cancel paper journals in favor of electronic versions. There is little consensus about who will archive electronic journals.

Details

Library Hi Tech, vol. 17 no. 1
Type: Research Article
ISSN: 0737-8831

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Effective Education for Learners with Exceptionalities
Type: Book
ISBN: 978-0-76230-975-7

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Article
Publication date: 1 March 1999

Diane K. Kovacs

The impact of electronic publishing (e‐publishing) on library collections, services and administration is complex. There are no simple solutions to the problems of managing the…

2783

Abstract

The impact of electronic publishing (e‐publishing) on library collections, services and administration is complex. There are no simple solutions to the problems of managing the collection, archiving and access to e‐publications as well as including them in library services. There are, however, many good usable solutions that libraries can learn from each other. No one needs to recreate the wheel to cope with e‐publications. Many librarians feel that the technology to solve the problems and take advantage of e‐publishing is either currently available or clearly under development. How the advent and increasing presence of e‐publications will impact the people who will read them may ultimately be of more importance than what we will do with the machines, the storage media or the delivery mechanism. Therefore, emphasis in this special theme issue is more on the human‐interaction aspects of e‐publishing rather than on the technology or delivery mechanisms.

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Library Hi Tech, vol. 17 no. 1
Type: Research Article
ISSN: 0737-8831

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Book part
Publication date: 1 December 2014

Cheryl J. Craig and Lily Orland-Barak

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well…

Abstract

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.

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Book part
Publication date: 6 May 2015

Cheryl Rosaen

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based…

Abstract

Purpose

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.

Methodology/approach

This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.

Findings

Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.

Practical implications

Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

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Article
Publication date: 1 June 1994

Susan L. Adkins

As CD‐ROM becomes more and more a standard reference and technicalsupport tool in all types of libraries, the annual review of thistechnology published in Computers in Libraries

357

Abstract

As CD‐ROM becomes more and more a standard reference and technical support tool in all types of libraries, the annual review of this technology published in Computers in Libraries magazine increases in size and scope. This year, author Susan L. Adkins has prepared this exceptionally useful bibliography which she has cross‐referenced with a subject index.

Details

OCLC Systems & Services: International digital library perspectives, vol. 10 no. 2
Type: Research Article
ISSN: 1065-075X

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Book part
Publication date: 21 November 2015

Lily Orland-Barak and Cheryl J. Craig

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning…

Abstract

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

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Book part
Publication date: 10 August 2023

Diane Yendol-Hoppey, Madalina Tanase and Jennifer Jacobs

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became…

Abstract

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.

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Book part
Publication date: 24 June 2013

Sigrun Gudmundsdottir†

This chapter explains pedagogical content knowledge as a narrative way of knowing. It describes how narratives serve as a means of explaining that understanding to others. It…

Abstract

This chapter explains pedagogical content knowledge as a narrative way of knowing. It describes how narratives serve as a means of explaining that understanding to others. It discusses two San Francisco (California) high school teachers’ use of narrative in teaching. It concludes that, because teaching is like writing a story, understanding teaching is like interpreting a story.

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From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Book part
Publication date: 24 June 2013

Michael Kompf and Frances O’Connell Rust

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global…

Abstract

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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