Dianne Draper and Claudio Minca
As intricate mental constructions, destination images reflect cultural, intellectual and existential backgrounds of individuals, communities and social groups, as well as…
Abstract
As intricate mental constructions, destination images reflect cultural, intellectual and existential backgrounds of individuals, communities and social groups, as well as marketing strategies. In the case of Banff National Park, for example, marketing strategies have promoted a potential need for wilderness and natural environment related experiences that is expressed in western post‐industrialized societies. However, touristic development often creates places structured to fit suitable images suggested by the market and leads to the co‐existence of multiple images for a single destination. The resulting tourist landscapes very often are divorced from the original setting, atmosphere, and characteristics of the real place.
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Therese M. Cumming and Iva Strnadová
This chapter explores ways that tablet devices can be used to support the inclusion of students with disability in inclusive classrooms. A short description of the evidence of…
Abstract
This chapter explores ways that tablet devices can be used to support the inclusion of students with disability in inclusive classrooms. A short description of the evidence of efficacy of using tablets to support students with disability is provided. Ways to use tablet devices to support students with disability in the areas of communication, academics, organisation and social emotional skills to support their inclusion in mainstream classrooms are addressed. Lastly, barriers to using tablets to support students with disability in inclusive classrooms are described and ways to remove these barriers are suggested.
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Christopher Chan and Dianne Cmor
The purpose of this paper is to describe how a course‐integrated blog is used to facilitate the learning of information literacy skills. It also reports on how the effectiveness…
Abstract
Purpose
The purpose of this paper is to describe how a course‐integrated blog is used to facilitate the learning of information literacy skills. It also reports on how the effectiveness of the blog is evaluated.
Design/methodology/approach
The blog is made the centerpiece of library support offered to a first‐year politics course. With the support of the faculty member involved, students are required to post answers to weekly library research skills questions posted to the blog. The quality of student responses is examined using a simple assessment rubric. Also, a survey is administered to students to determine perceived usefulness.
Findings
The evaluation of blog posts shows that the quality of answers is generally very good. Students put effort into their responses and most give accurate and thorough answers. The results of the survey indicate that most students feel the blog is useful to their learning, both in terms of general information skills, and in terms of helping research the term paper for the course.
Research limitations/implications
These results reflect just one course at a single university, therefore it is not possible to use the findings to make generalizations. The study could serve as a starting point for further inquiry into the evaluation of blogs as a support tool.
Originality/value
While others have reported on using blogs in a similar manner, this study also attempts a thorough evaluation of the efficacy of the blog in helping students learn. Given the positive results of this evaluation, librarians could consider using blogs and other Web 2.0 tools to engage students in their own learning.
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Dianne Ferguson, Elizabeth Kozleski and Anne Smith
In spite of the best efforts of educational policy analysts, local, state and federal legislation, researchers, and practitioners, the results of public schooling in the U.S…
Abstract
In spite of the best efforts of educational policy analysts, local, state and federal legislation, researchers, and practitioners, the results of public schooling in the U.S. remains unsatisfactory on a variety of counts. This remains true particularly in our largest and most complex school systems. The limited impact of much school reform has led to a more systemic approach to educational reform. A systems perspective examines the whole organization and the interrelationships between its component parts. The systems approach to change, renewal and innovation is helpful not only as we think about the national picture but as we confront the everyday challenges of our work. The systemic change framework provides an approach to thinking about the work of practitioners, schools, and school districts to help reformers and change agents think about the benefits and counterbalances to innovations and improvements they propose.