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This study aimed to assess the value of Korean school library research by comparing Korean and international research on school libraries. To conduct this research, records of international papers indexed by Scopus and domestic papers indexed by the Korean Citation Index (KCI) on school libraries were downloaded. These records were analyzed and compared in terms of publication trends, journals, and author keywords. Approximately, four Korean LIS journals collectively published 39% more papers than the international journals indexed by Scopus, suggesting the substantial contributions made by Korean research on school libraries. The unique subtopics of school libraries in Korean domestic research were the revitalization of school libraries, reading instruction, curriculum development, library instruction, and the School Library Promotion Act. The results also showed that despite the many papers on school libraries in domestic journals, there was a lack of papers on Korean school libraries in the Scopus database. Consequently, more research is particularly needed for the Korean researchers to effectively share their domestic research with the international academic community. KEYWORDS International Journal Articles, Domestic Journal Articles, Library, Korean Authors, Bibliometric Patterns, 1. Introduction Researchers in Library and Information Science (LIS) may encounter cases in which an inadequate number of papers have been published in international journals. For example, a sufficient amount [...]

Social reconstructivism is suggested as an appropriate curriculum philosophy for education for sustainable consumption (ESC). Couched in framing the consumer culture as a powerful social institution that needs to be challenged and reformed, the position paper begins by defining sustainable consumption, including symptoms of unsustainable consumption and barriers to consuming sustainably. This is followed by a description of the social reconstructivist curriculum philosophy and model. Related contributions include ESC values, principles, and issues, the notion of catalytic education, and a description of instructional strategies recommended to help put social reconstructivism-informed ESC curricula into motion. The intent is to create a generation of learners who see themselves as social change agents by assuming that ownership of learning leads to ownership of actions. Keywords: education for sustainable consumption, social reconstructivism, catalytic education, consumer culture, social institutions Dans cet article, le reconstructivisme social est pr?sent? comme une philosophie de curriculum appropri?e en ?ducation ? la consommation durable (?CD). Pouss? ? qualifier la << culture de consommation >> d'institution sociale puissante n?cessitant d'?tre contest?e et r?form?e, ce document de synth?se commence par d?finir la consommation durable, incluant les signes ext?rieurs d'une consommation non durable et les obstacles ? la consommation durable. Ensuite, une description de la philosophie et du mod?le du curriculum de reconstruction sociale est pr?sent?e. Les sujets abord?s : les valeurs, les principes et les enjeux de l'?CD, la notion d'?ducation catalytique et une description des strat?gies ?ducatives recommand?es afin d'aider la mise en oeuvre de programmes d'?tudes ?CD ax?s sur le reconstructivisme social, font ?galement partie des apports de cette synth?se. L'intention est de former une g?n?ration d'apprenants qui se consid?rent comme des agents de changement social sur la pr?somption qu'une prise en charge des apprentissages m?ne ? une prise en charge des actions. Mots-cl?s : ?ducation ? la consommation durable, reconstructivisme social, ?ducation catalytique, culture de consommation, institution sociale, Introduction We live in a world with rampant unsustainable consumption; things have to change. Position papers, 'a legitimate and important form of [scholarly] discourse' (Kennedy, 2007, p. 139), entail an [...]

This paper engages with multiplicity in methodology through reflections on a dance and risky play research project in a shared problematisation of children's physical activity. A research-practitioner team explored perspectives on physical activity and risky play through dance. This project aimed to distance itself from the idea of an expert other in both research and professional development--an approach that employs a Foucauldian reading of power/knowledge to make sense of the multiplicity of agendas around dance and physical activity. One early childhood centre teaching team participated in two focus groups (pre and post) and a workshop. The workshop conducted in the centre was designed in response to the first focus group, applying creative dance elements within the Aotearoa New Zealand curriculum concept of people, places and things, indoors and outdoors. We reflect on how the relationships to expert knowledge emerged and aligned with the research aims and design. Keywords Physical activity, dance, risky play, participatory research, expert knowledge, Introduction This paper explores experiences of researching dance with an early childhood teaching team. The research that is the focus of this paper is part of a wider project exploring [...]

Corporate Social Responsibility (CSR) focuses on an organization's business practices that have an environmental, social, or human impact (Bowen, 1953; Kechiche & Soparnot, 2012). Although small and midsize businesses engage in CSR activities, the activities and approaches have been criticized for lacking structure and formalized management tools. Small business owners have access to a subset of resources to assist with their business ventures. In some instances, these small businesses acquire formal for-credit education from entrepreneurship major, minor, or specialization programs. Additionally, small businesses derive knowledge from non-credit programs such as those offered from the Small Business Development Centers, the Family Business Alliance (FBA), and university continuing education seminars. Self-study is another possibility as small business owners read or watch videos such as those available from the U.S. Small Business Administration. Last, small business owners receive one-on-one consulting from the Small Business Development Centers and from the nonprofit organization, Service Corps of Retired Executives (SCORE). These resources span topics on business plan development, legal structures, accounting, record keeping, marketing, selling, finance, website development, Search Engine Optimization (SEO), and e-commerce platforms. Within the types of resources mentioned, small business owners are still missing resources to assist them with creating structured CSR initiatives. Accordingly, this paper examines key themes within the top 100 Global CSR companies (based upon research and analysis from the Reputation Institute: strong leadership participation, synchronize brand and CSR, CSR evidence, internal and external CSR, as well as human and social CSR. The paper suggests how small business owners can translate such themes into a formalized planning process to create a CSR Plan. The paper prompts small businesses into creating CSR actions by posing 10 key planning questions. Based upon answering such questions, a sample CSR plan is developed for a small business diner which contains the CSR Leader's Statement as well as 20 CSR tasks for the diner. As a result of this paper, implications exist for those individuals supporting small businesses. For example, consultants assisting small businesses may decide to utilized the developed list of probing questions to encourage small businesses to participate in developing CSR plans. University professors may decide to incorporate the learning activity of a small business CSR plan as part of the entrepreneurship curriculum. Additionally, CSR plans may supplement business plans in small business pitches. Last, several ideas for the direction of future research are also included within this paper. Keywords: Small Businesses, Small and Midsized Enterprises (SMEs), entrepreneurs, Corporate Social Responsibility (CSR), Reputation Institute, entrepreneurship curriculum, INTRODUCTION The use of Corporate Social Responsibility (CSR) by small businesses (fewer than 500 employees) has resulted in numerous benefits such as increased number of customers, increased recruitment of millennials, [...]

An educational chasm divides the Australian National Curriculum, which is permeated with detailed requirements for students to develop multimodal literacy, and the very substantially mono-modal literacy of the reading tests of the Australian National Assessment Program in Literacy and Numeracy (NAPLAN). This paper proposes that mandated centralised large-scale testing approaches to literacy assessment, such as NAPLAN, need to be re-thought and reformed to be consistent with curriculum requirements in relation to multimodal literacy and with the multimodal nature of international tests such as Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) and, most importantly, to influence and support teachers in ensuring that students acquire essential multimodal literacy competencies in the twenty-first century. This paper firstly demonstrates that the interaction of language and image in multimodal texts are integral to the nature of the multimodal literacy that is increasingly needed to negotiate the vast majority of texts we encounter in all domains of our lives, and are reflected in national curriculum documents. Secondly, analyses of international tests such as TIMSS and PISA show the significant proportion of assessment items that specifically address images and image-language relations for correct responses to test items. Thirdly, we provide analyses of the NAPLAN reading tests from 2008-2016, showing the minimal proportion of test items that deal with images and image-language relations. NAPLAN results contrast markedly with the former NSW Basic Skills Tests (BST), which show a significantly higher proportion of test items that dealt with image-language interaction. Fourthly, we reiterate that the paucity of attention to images in NAPLAN demonstrates that this mandated national literacy assessment does not assess multimodal literacy. This signals a strong need for re-thinking and reforming of NAPLAN, and similar large-scale literacy tests so that assessment approaches will more effectively contribute to enhancing the students' multimodal literacy development. Implications of the paper for supportive action by administrators, teachers and researchers towards such reform are briefly noted., Introduction There is an educational chasm that divides on the one hand, the Australian National Curriculum English (ACARA, 2018a), which is permeated with detailed requirements for students to develop multimodal [...]

How should educators teach about one of the most complex and pressing issues of our times? This paper presents an empirically-grounded framework to help educators understand the opportunities and challenges of engaging youth around the topic of migration, including migration involving refugees. It stresses the importance of inviting youth to dialogue in ways that involve slowing down, sharing stories, and making connections.The framework emerged from a design-based research study involving an experimental online learning community and curriculum on the topic of human migration. Posts and comments involving 140 teens from seven countries were closely analyzed using a modified grounded theory approach that incorporated constructivist principles. 14 interviews with participating educators also informed the analysis.The framework proposes that youth be supported to develop (1) curiosity and engagement about individual migration stories and migration in general, (2) nuanced understanding of the complex and diverse factors that help shape historical and contemporary migration experiences, and (3) critical awareness of their own and others' perspectives on migration and migrants. A visual representation is provided. Specific examples of student dialogue are unpacked to illustrate the framework, with discussion of the following cognitive and affective challenges: 'the Three O's' of overgeneralization, overconfidence, and othering. The paper argues that youth of all backgrounds need opportunities to learn about migration in ways that allow them to leverage their various experiences and perspectives and engage with one another in meaningful, authentic ways.Keywordsmigration, migrants, refugees, education, dialogue, intercultural, IntroductionHow can educators engage students around a topic that in many parts of the world has become both pressing and contentious, in part because of the sheer number of people [...]

The study focused on sustainable development goals in Nigeria in line with sustainable Development Goals using some world standard practices in library and information and with librarians and other information science professionals playing leading roles. Some key concepts, namely: Global best practices, sustainable development, Goals Libraries, Information science, professionals as related to library and information science, Nigeria were conceptually defined in relation to this study. The paper highlighted the needs for sustainable development in line with sustainable development goals. Brief historical developments of sustainable development goals were x-rayed. The roles of libraries and information science professionals in integrated information and communication technologies and other global best practices in promoting sustainable development in Nigeria were examined. The benefits associated with sustainable development in Nigeria were further observed. This study also identified some of the challenges militating against sustainable development and proffers the likely and possible solution on solving these challenges. The paper concluded by recommending among other measures that Nigeria should apply and be signatory members of United Nations and affiliated organs advocating for sustainable development. As member nation of such organization the country should send representative to attend global summits, conferences and seminars and bring back home legislation, resolutions and recommendations to guide the government in policy formation and implementation in this area: Nigeria government at all levels should provide adequate funding to promote sustainable development, at all levels of the economy, Government policies and programmes should encourage public and private partnership (PPP) in the nation development agenda. Promotion of information communication technologies education should be highly encouraged and integrated into the school curricula and also in library policies. No nation can rise above its citizens. Hence, there is a great need to provide educational systems across all levels of education that is functional, dynamic, skills-oriented, productive and sustainable for nation development. Keywords: Global best practices, Sustainable development, Goals, libraries, Information science, Professionals, Nigeria., Introduction From the beginning of man on earth human development has been associated with the outcome that results from human activities that bring about improvement affecting the lives of people [...]

This paper present the LIS educations system of Deptt. of Library and Information Science, Delhi University and Deptt. Library and Information Science, Indira Gandhi National Open University. A comparative study of both of the universities has been elaborate in this paper. The curriculums of LIS courses have been evaluated based on the some latest terms and techniques. Based on the study observations have been laid down in this paper. Keywords: Delhi University; Deptt of Library and Information Science, IGNOU; Delhi Library Association, LIS Curriculum, LIS Education, BLiSc., MLISc., M.Phil., Ph.D, 1. INTRODUCTION Indian LIS education is about 106 years old, which was started in form of training programme for the staff of Imperial Library (now, National Library, Kolkata). It has [...]

In this paper we elucidate ways the deeper interactional underpinnings of dialogic discourse are found in the deep characteristics of the local classroom community. We analyse how, over one school year, a teacher promoted development of shared community values in her classroom of seven and eight-year-olds in the United States. We elaborate on the concept of a purposive value orientation in dialogic pedagogy. We show how the teacher used the social practice of Song of the Week (SOTW) to mediate the embodiment, enactment, and development of a shared 'chronotope' of 'our community values'. We argue that a dialogic value-orientation positively impacts how the talk and interaction of language and literacy practices are taken up in a classroom community. Our guiding research question was: In what ways does Song of the Week promote and develop shared community values in this second-grade classroom? Part of a two-year ethnographic case study, SOTW data included 55 days of video and transcripts (about four hours), field notes, lesson plans, interviews, and student poll and SOTW journals. We conducted discourse analysis of songs and talk about SOTW. Findings detail how the teacher carefully selected SOTW (from commercially available pre-recorded music tracks of songs by various musical artists) not only because they connected with the curriculum, but also for how she wanted the children to feel, and most significantly for the values that the songs contextualised. Findings also show how daily singing and talking about SOTW mediated the development of value-laden meaning gradually shared by the children, and created inclusive, embodied, enacted, cumulative experiences of shared values. This research is significant because it details an ethical-socio-epistemic-ontological-community building practice across time in an elementary classroom and shows how such a practice anchors classroom conditions where the dialogic values of attentive listening, taking student ideas seriously and engaging with multiple perspectives underpin the talk practices of literacy teaching and learning., Song of the Week: Developing We-for-us Dialogic Values 'Sing. Sing a song. Make it simple to last your whole life long.' (from 'Sing' written by Joe Raposo for the children's [...]

The paper argues for the primacy of disciplinary knowledge in music education. We claim that the epistemic structure of this form of knowledge has two separate but ultimately interdependent functions. First, when used as the main principle in the design of the curriculum, such knowledge may be made accessible to students by being connected to procedural or practice knowledge. We introduce the term 'curriculum design coherence' to refer to the ways in which this connection is made. Second, the abstract nature of disciplinary knowledge contains two features, 'generalizability' and 'universalizability.' These are pre-conditions for the creation of the collective representations that allow modern pluralist societies to cohere around the principles of democracy. In making the argument for a pedagogy in music education which combines 'knowledge-in-the-mind' and 'knowledge-from experience,' we critique the current emphasis on experience to suggest that this approach does not provide the access to transformative knowledge despite claims for its democratic imperative. Keywords: Music education, disciplinary knowledge, socio-cultural knowledge, curriculum design., INTRODUCTION Discussions in the music education literature regarding democracy have, as with other school subjects, tended to assume that any connection between music education and democracy is made in the [...]

Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 participants from the Victorian long day care sector. Foucauldian Discourse Analysis has been applied to explore how reform discourses shape and reshape the positioning and engagement of professionals within the reform process. These findings reveal how specific subject positions and discursive practices within available discourses of knowledge, teacher education and workplace can either challenge and/or support early childhood professionals in their ability to engage in reform. Keywords Foucauldian discourse analysis, early childhood, learning discourse, reform engagement, positions and practices, teacher education discourse, Victorian long day care, workplace discourse, Introduction Change has been historically embedded within the context of Australian early childhood education (ECE), from the social, economic and political underpinnings of its establishment across the nation, to the [...]

National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5,7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers' classrooms. Through focus group interviews, the early childhood teachers in 10 independent Western Australian school sites were asked about their experiences of NAPLAN in terms of their wellbeing and that of the children and families with whom they interact. Findings highlight that early years teachers describe that the impact of NAPLAN is felt in the lower years of school by all stakeholders-parents, children and teachers. This study highlights the need for additional research in this area, particularly in diverse settings, to gain evidence of impact that could inform the practice of the NAPLAN testing programme. Keywords NAPLAN, early years pedagogy, wellbeing, early years curriculum, Introduction It has been just over 10 years since the Australian government introduced the National Assessment Program for Numeracy and Literacy (NAPLAN) in 2008. The programme was introduced by the [...]

Selecting an undergraduate institution in the United States has been one of the most challenging experiences in college students and their families' lives. Students must weigh in both academic and non-academic factors during the college selection process. Once students have selected a 2-year or 4-year institutions, they are required to take a set of general education courses prior to graduation. In addition to the traditional or honors general education curriculum, courses including remedial math, remedial English, academic success, career success, and diversity/multicultural have been implemented in recent decades as part of the general education curriculum in many undergraduate institutions. These additional courses are implemented to ensure college survival and to address college campus and workplace success issues. This paper evaluates previously published literature regarding the general education curricula that influence success, satisfaction, and retention of undergraduate students in the United States., Introduction Higher education institutions in the United States today have offered a number of general education courses required for graduation. General education courses are considered core classes that all undergraduate [...]

The article discusses curriculum management changes while trying to respond to the challenge of learning personalisation in the field of lower-secondary education in Lithuania. The paper investigates what transformations learning personalisation might bring into educational practices and how they change regular curriculum management practices starting from learning environment, new roles of teachers, combining individual and group work in the classroom environment and development of new learning scenarios. This article is based on the findings of a case study of one of the Lithuanian lower secondary schools, when a new learning scenario was implemented creatively applying a digital storytelling method. The research indicates that students 'active classroom participation increased, driven by the personalised approach and the use of diverse digital media. The article reveals that learning personalisation supported by technologies brings changes to the classroom management practices and strengthens teacher-student and peer-to-peer collaboration. Key words: personalisation, digital storytelling, curriculum. U ovom se radu raspravlja o kurikularnim promjenama, kao odgovoru na izazov personalizacije ucenja u nizem srednjem obrazovanju u Litvi. U radu se raspravlja kakvu bi transformaciju mogla izazvati personalizacija ucenja u obrazovnoj praksi te kako se mijenjaju redovite prakse upravljanja kurikulumom, pocevsi od obrazovnog okruzenja, nove uloge nastavnika, kombiniranja individualnog i grupnog rada u razredu, pa do razvoja novih scenarija ucenja. Rad se zasniva na rezultatima studije slucaja nize srednje skole u Litvi, u kojoj je na kreativan nacin primijenjen novi scenarij ucenja, uz pomoc digitalnog pripovijedanja. Istrazivanje ukazuje da se povecao angazman ucenika za vrijeme sudjelovanja u nastavi, za sto se glavni razlog moze pronaci u personaliziranom pristupu i koristenju raznolikih digitalnih medija. Kljucne rijeci: personalizacija, digitalno pripovijedanje, kurikulum., 1. INTRODUCTION Today's learners live in a rapidly changing world with opportunities and challenges that are different from the ones many of the previous generations grew up with. A contemporary [...]

Literature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. Unfortunately, much existing literary curriculum in the Global North often does just the opposite. Instead, Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. This is especially the case where global citizenship curriculum is developed by NGOs and humanitarian organizations, such as Me to We, a popular social enterprise with increasing influence over education in Canada, the U.S. and the U.K. Using the frameworks of critical global citizenship education, Slaughter's (2006) theory of humanitarian reading, and Stone-Mediatore's (2003) notion of reading for enlarged thought, this paper will undertake a close reading of the unit materials for Free the Children, a unit developed by Me to We, which aspires to educate for global citizenship. Unit activities problematically appropriate the voices and viewpoints of child laborers in South Asia by establishing dichotomies between readers and the populations that Me to We aspires to help. This unit provides a means by which to examine the effectiveness of reading a memoir by an exemplary humanitarian, particularly when unit activities are framed by an organization with a particular humanitarian agenda. Keywords Global citizenship; Global citizenship education; Humanitarianism; Literary theory; Standpoint theory, One of the most prominent organizations influencing global citizenship education (GCE) within the Canadian context is Me to We, a social enterprise that aspires to 'empower people to transform local [...]

Social competences, and particularly good communication skills, are becoming increasingly important in contemporary professional environment. Although studies have demonstrated the effectiveness of different training strategies, many Lithuanian higher education institutions have not yet incorporated the training of communication skills in their curriculum. The aim of this paper is to assess the communication skills of healthcare students in Lithuania and indicate the benefits of their development. Students graduating from a variety of health sciences study programs (N=118) self-assessed their communication skills. The results show that participants their communication skills as average with some potential strengths, i.e. ability to talk about things of interest to every person in conversation, recognizing how others are reacting to what is being said, not interrupting others in the conversation, understanding other people's feelings, ability to praise the person, etc. On the other hand, some skills and abilities need to be improved, i.e. expressing opinion in a non-aggressive manner, as well as thinking and speaking clearly, while being emotional. Keywords: communication skills, healthcare, communication skills self-assessment, higher education, Lithuania., 1. INTRODUCTION Social competences, and particularly good communication skills, are becoming increasingly important in contemporary professional environment. Consequently, assessment and development of social competences including communication skills has also become [...]

The blog is a co-constructed online space that rivals the website as a publication platform. While adults, teens and children author blogs, little is known about the younger participants' practices. Further, despite the blog's interactive nature, the impact of collaborative affordances on meaning is yet to be fully articulated. This paper reveals how blog authors employ the technical affordances of blogs to position readers as meaning co-constructors. Child blog authors and their readers achieve three types of co-authorship by using tags and comments, as revealed by a systemic functional linguistics (SFL) analysis. Analysis shows that blog co-authorship blurs the line between 'author' and 'reader', unsettling traditional notions of writing and reading. Curriculum and policy definitions of literacy that separate reading and writing are placed under pressure by the co-constructive nature of web-mediated texts of power such as blogs, suggesting that collaborative text realisation may need to be accounted for in future curriculum design., IntroductionEducational policy and curriculum documents urge schools to produce a technologically literate workforce, while educators grapple with incorporating new technologies, texts and spaces, such as blogs, into literacy pedagogy. The [...]

In 1999, the New Zealand government released a new Health and Physical Education (HPE) curriculum that reflected a fundamental shift from the traditional and dominant skill mastery approach. The 'new' HPE curriculum was based on humanistic principles and supported by constructivist notions of teaching and learning, within a critical pedagogy. Since this time, and a subsequent curriculum revision in 2007, the HPE curriculum writers have suggested that physical education (PE) teachers and physical education teacher education (PETE) students in New Zealand have struggled to understand the epistemological complexities and pedagogical implications of critical pedagogy in their practice. Therefore, this paper highlights the findings of a study that explored a New Zealand PETE program, in light of HPE within the New Zealand Curriculum (NZC). Additionally, and in light of the findings, the authors consider an examination of Kirk's (2013) concept of models-based practice as it could apply to the preparation and professional development of physical education teachers in New Zealand. The case study included nine volunteer participants, from a cohort of 32 students, who were nearing graduation from a critically oriented PETE program in New Zealand. Semistructured interviews were deployed and analyzed and reoccurring themes central to the purpose of the study identified and explored. The participants viewed movement contexts as being pivotal for learning in physical education and that the NZC had multiple educational aims and purposes. Participants also believed that PE teachers were required to move beyond direct instruction and implement a variety of teaching styles to achieve these multiple aims. However, the participants also shared misunderstandings and paradigmatic uncertainty around the critical and humanistic underpinnings of the NZC and failed to demonstrate an understanding of how this is enacted through critical pedagogy. The implications of this theory to practice nexus are further discussed in light of recent research debate around models-based practice., Physical education (PE) has no essential transcendental characteristics. Since the historical records show it has changed over time, how then can we avoid the position at the other extreme, that [...]

The purpose of this paper is to support physical education teachers when teaching object control skills to students with visual impairments in a general physical education setting. Students with visual [...]

Over the past five decades Tanzania has hosted over two million refugees, about 200,000 of whom have been naturalized as Tanzania citizens. Children from this group face numerous challenges within the mainstream educational system. This paper considered education policy in Tanzania, with a specific focus on access to quality pre-primary education for children of naturalized refugees. It analyzes relevant policy documents published from 2006--the year before Tanzania started its latest refugee naturalization phase, to 2016. The 2014 Tanzania Education and Training Policy (ETP), the Pre-primary Curriculum, and the Pre-primary Schools Guide give the most focus to pre-primary education. Three National Five-year Development Plans considered all levels of formal education, except the pre-primary level. Findings revealed that policy documents articulate a commitment to providing equal educational opportunities for all people, regardless of their background, acknowledge existing problems with the educational system and make sensible recommendations. These include abolishing fees in all public schools; increasing flexibility in the choice and use of languages of instruction; decentralizing of program management and accountability; and, recommendations related to curriculum issues. However, the associated working documents do not suggest specific strategic and implementation plans to meet the intended goals, nor do they prioritize increasing educational participation for naturalized refugee children. Keywords Pre-primary education policy, naturalized refugees, Tanzania pre-primary education, refugee education, Introduction Reducing disparities in educational participation and achievement between pupils from advantaged and less-advantaged groups has been a priority for many societies in recent years. Hence, many countries endeavor to [...]

In this paper we parse recent initiatives rethinking music curricula--in particular, those critiquing the enduring centrality of the Western art music canon--in connection to questions of academic labor and service. [...]

The Current information services are dealing with big data that is freely accessible. Companies providing information services and products need to develop creativity and innovation to maintain their existence. In this paper, we offer that information specialist can add value to information. The added value is given through an analysis of information that is relevant to user needs. The Research and Development Method can be used to develop a framework for service information products and services, and bridge the gap between the theories studied in higher education and the needs of the industry. [alpha]-Sutte Indicator can be used to predict stock movements. The results of the stock movement forecast can be used by potential investors in reducing uncertainty in stock prices. The Library and Information Science Program in Higher Education needs to develop a curriculum to be able to respond to industry needs, including developing statistical materials in processing information. Keywords: business information, forecasting, statistics for business, information science, competency of information experts, 1. Introduction The development of information and communication technology (ICT) has an impact on increasing productivity and efficiency of various activities, such as information activities. ICT has opened the world's [...]

This paper traces the historical developments using selected literature related to 'library anxiety 'information seeking anxiety ' and 'information anxiety These concepts existed independently and parallelly and attracted much attention from the researchers of their respective fields. The existing literature lacked a study establishing a relationship among these three concepts which led to the idea of a general model of information anxiety to inform researchers as well as professionals dealing with policy and practice. This model represents information anxiety as the general and broader concept nesting information seeking anxiety as its sub-set and library anxiety as a further sub-set. It highlights the development of library anxiety, information seeking anxiety, and information anxiety over time. It also outlines the theoretical and practical implications of information anxiety for information services, especially information literacy (IL) instruction, as previous research reported it as a potential determinant of lower levels of information anxiety. The researchers emphasize the necessity for a need-based IL curriculum for the alleviation of users' anxiety related to information related tasks. The future directions for research on the proposed area considering the contemporary information environment have been discussed towards the end. Keywords: Information anxiety; Information seeking anxiety; Library anxiety; Information literacy; Information Behaviour; Model; Pakistan., Introduction Study of users' anxiety associated with information related tasks is, and has been of, fundamental concern to the information professionals as the results of such studies guide in developing [...]

This paper intended to investigate the perspective of final year students of Nigerian Library and Information Science (LIS) schools in ascertaining the current status of LIS education and training in Nigeria. This has been necessitated by the fact that prospective fresh graduates of LIS schools are expected to be fully formed and equipped in providing timely and relevant information services to their immediate environment and the society at large especially in this era where the continued advances of ICTs upon the profession even places greater expectations on the prospective LIS professionals to be agents of transformation and development in Nigeria. The studies revealed that the current sets of students are predominantly between the age bracket of 20-24, with a large enrollment of female students. Cyber Security and Digital Archiving were ranked the least courses included in the departmental curricula. Most of the respondents agreed that Library and Information Science Education is very educative. There is low satisfaction among the respondents in the quality of faculty available in the Library Schools. Facsimiles and Scanners are least accessed and utilized ICTs in the Library Schools. There is a general low rate of ICTs access and utilization in the Library School by the students especially on a daily basis. Power Outage, inadequate computers and limited access and utilization of ICT in the computer Laboratories and departmental Libraries are the major challenges confronting the students in the Library Schools. Recommendations were made for all stakeholders of Library and Information Science Education in Nigeria. Keywords: Library and Information Science (LIS) education, Curriculum, Entrepreneurship, ICTs, Transformation of Society, INTRODUCTION With the increasing advances and effects of Information and Communication Technologies (ICTs) upon the Library and Information Science (LIS) profession, there are growing concerns of what kind of LIS [...]

This paper investigated application of web 2.0 to private university libraries of northern part of Nigeria based on Mannes theory which emphasizes on changing scenario of librarianship with the presence of the web, (10) private university libraries website which are of quality and ICT compliant by Nigerian standard were surveyed to identify the presence of web 2.0 tool application and purpose for application. Only (4) 40% had applied web 2.0 tool, the most applied web tool was WebOPAC followed by social networking sites, and (1) private university library had applied RSS, no other web tool have been applied. Even with the web 2.0 boom and advantages web 2.0 provides to library professional for interaction, the application is still very much low in Nigerian libraries. The study recommends Training of library professionals, provision of ICT infrastructure, restructuring of library school curriculum. Key words: Application, Web 2.0, Private university libraries, Websites,, Introduction Internet offers a wide range of free professional tools that can be adopted by libraries to be used for a variety of purposes, especially improved service delivery, in recent [...]