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The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

The study compares the quality of indexing in library and information science databases (Library Literature (LL), Library and Information Science Abstracts (LISA), and Information Science Abstracts (ISA)). An alternative method to traditional retrieval effectiveness tests, suggested by White and Griffith in their paper ‘Quality of indexing in online databases’ [13], is adopted to measure the quality of the controlled vocabulary of each database. The method involves identifying clusters of documents that are similar in content, searching for each document from a given cluster in a database, identifying the terms used by the databases to index each document, and calculating certain measures to determine the quality of indexing. Problems found with the White and Griffith discrimination index led the authors to propose an alternative discrimination index which takes into consideration the collection size of a database. Our analysis shows that LISA has the best quality of indexing out of the three databases.

LISA (Library and Information Science Abstracts on CD‐ROM) will no longer be produced by SilverPlatter; it is being replaced by Bowker‐Saur's LISA Plus. The two products are compared with regard to the user interface software, particularly from the aspects of functionality and ease of use. It is concluded that, from this viewpoint, the change may not be an entirely welcome one.

Through a series of critical discussions on Karl Popper’s evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge. Specifically, it challenges positivist assumptions that permeate the design and management of many educational institutions, including teaching hospitals, by considering what does and does not happen when learning takes place.

To illustrate how Popper’s approach differs from such a conception of learning, the paper examines the exchange between a preceptor (Sam) and a medical student (Lisa). The following exchange is based on the observations during a team meeting in a Canadian teaching hospital. The authors sent the transcript of the observation to Lisa for her comments. The statements in italics represent Lisa’s additions. Pseudonyms are used to protect the identity of participants in the exchange.

Popper’s evolutionary analysis of learning and the Objective Knowledge Growth Framework provide a means of managing specific aspects of one’s education through engaging in this learning process. Although this approach to teaching and decision making takes time to master, it does not require reconstituting existing institutional arrangements before it can be implemented in hospitals. Instead, it asks medical students, teachers and practitioners to be open to the theoretical underpinnings of the approach and to view knowledge growth as a process of systematic trial and error elimination.

This paper is original in its conceptualisation and may well become a classic in education circles. It draws on Popper’s philosophical arguments and enters into a much needed discourse for teaching and learning.

This chapter will begin by exploring the importance for people living with dementia of maintaining a sense of self or ‘personhood’, and how this is linked directly to wellbeing. It will chart how the initial pilot projects were developed to embrace older people living with a dementia diagnosis, and how we teamed up with different partners in Brazil and on Merseyside, showing how the methodology outlined in the toolkit can be used to foster this sense of self or ‘personhood’. In both geographical locations it proved vital to establish contacts with enthusiastic partners and to work closely with occupational therapists and/or nursing home staff. On Merseyside we also benefitted from the expertise of a local community cinema which had extensive experience of running dementia-friendly film screenings. Finally, drawing on concrete results from the use of the toolkit's methodology in a recent project that Lisa conducted in Brazil, this chapter will present some conclusions about how music and film can help carers connect with the person living with dementia, and be used as a powerful tool for restoring a sense of personhood, thus increasing a sense of wellbeing and improving the quality of care.

This paper describes the appropriate uses of Type C interventions and presents three case studies for analysis and discussion. Type C change interventions include counseling, coaching, and consulting. Each intervention involves a service provider who assumes the dual role of “helper” and “change agent”. Each intervention also has unique characteristics that make it particularly suited to affecting different types of changes in organizations.

To demonstrate how teacher candidate narratives in response to videos depicting science and literacy instruction can be used to both teach and evaluate beginning teachers’ emerging conceptions of disciplinary literacy.

Teacher candidates viewed and responded to videos depicting exemplary practice in science education and then videos of their own practice. Qualitative discourse analysis was used to investigate the science teacher candidates’ interpretations of problems of practice, their views of scientific literacy and understandings of their students.

The teacher candidates displayed distaste for textbooks, reinforced by negative experiences with textbooks in school settings, and yet they viewed textbooks as essential for effectively teaching knowledge about science. At the same time, each viewed the natural world as the ideal “text” for teaching knowledge about science, at times compensating for the weaknesses of textbooks and at other times entirely replacing textbooks as the source of knowledge about science. We consider what this means for preparing teachers for effective subject matter and literacy practice.

Video reflections like these demonstrate that what teacher candidates understand about video representations of others’ and their own teaching are far from literal and are interpreted through the educational and background lenses of the teacher candidates’ themselves. We suggest that a great deal more work needs to be done to better understand how to use video reflection to best develop teacher candidates’ conceptions of subject matter and literacy practice.

Library & Information Science Abstracts (LISA) became available on CD‐ROM in May 1987. Officially, the database consists of a complete file of LISA, from its launch in January 1969 to December 1986 but a further 3 months' data have been added to compensate for production delays and consequently the file is current to March 1987. The CD‐ROM contains over 82,000 references to the literature of librarianship, information science and related subjects and roughly corresponds to the DIALOG and ORBIT files although the latter are more current. It is planned to update the file annually, but changes in production economics might allow a more frequent service in future. The following does not pretend to be an exhaustive account of the general features of the SilverPlatter system since this is given an excellent treatment in their own manual: Getting Started.