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1 – 10 of over 27000The purpose of this paper is to investigate the courses in library service jointly developed and run by the University and the National Library of Wales in Aberystwyth, between…
Abstract
Purpose
The purpose of this paper is to investigate the courses in library service jointly developed and run by the University and the National Library of Wales in Aberystwyth, between 1917 and 1928.
Design/methodology/approach
An historical approach is adopted and use has been made of relevant extant primary sources held in the National Library, as well as various notices and reports of the courses published in the journals of the time.
Findings
Strong similarities between the Summer Schools in Library Service of 100 years ago and the degree programmes currently offered via distance learning by the Department of Information Studies have been indicated.
Research limitations/implications
Due to the nature of the research and the reliance on the survival of primary source material, it has not been possible to trace a complete set of Directors’ Reports, which would have offered greater insight into the content of the later Summer Schools as well as the people who attended these courses.
Originality/value
The year 2014 marks the 50th anniversary of the foundation of the College of Librarianship Wales, (which has evolved into the Department of Information Studies at Aberystwyth University). However, the roots of this educational establishment can be traced back nearly 50 years earlier to the University’s Summer Schools in library service. This is a largely unexplored subject but represents the first step towards the establishment of the current Department of Information Studies.
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Mark Richardson and Jayne Hunt
The Centre for Community and Lifelong Learning (CCLL) at the University of Wales, Newport has been offering a Summer School Scheme for community based students since August 2008…
Abstract
Purpose
The Centre for Community and Lifelong Learning (CCLL) at the University of Wales, Newport has been offering a Summer School Scheme for community based students since August 2008. This, as an intervention strategy within a widening access framework, offers a “university experience”, whereby students and their families are given the opportunity to study and enjoy a short experience on a university campus – some families being offered residential places. The aim of the paper is to introduce data collected which shows how this summer school challenges the barriers that are often associated with campus provision.
Design/methodology/approach
In this paper the authors will introduce data collected through an ethnographic, mixed methods approach which shows how this summer school challenges the barriers that are often associated with campus provision, such as perception of academic institutions and personal ability.
Findings
The Summer School also offers many community students a significant opportunity to realise self potential within a campus context but within a supportive and familial framework. What continues to make this event all the more “unique” is that, from the developments of the first event, there is a growing recognition of the importance of the family dimension to the summer school.
Originality/value
Gorard et al. suggest that the early experiences of families can deeply imbed a reluctance to enter into post‐school learning and as such can be transmitted across the family and through generations. This is supported by Chowdry et al. who suggest that “poor attainment in secondary schools is more important in explaining lower HE participation rates amongst students from disadvantaged backgrounds than barriers arising at the point of entry into HE”.
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Dave Collins, Coline Senior, Mina Jowkar, Alenka Temeljotov Salaj and Agnar Johansen
The purpose of this paper is to investigate how an Urban Facilities Management (Urban FM) focused summer school in Norway in 2019 impacted knowledge creation, as well as the host…
Abstract
Purpose
The purpose of this paper is to investigate how an Urban Facilities Management (Urban FM) focused summer school in Norway in 2019 impacted knowledge creation, as well as the host and foreign educators, along with the international student participants.
Design/methodology/approach
This paper’s data collection is formed as a “post-event study” using interviews and a quantitative survey from both the students and educators to look at the impact of the summer school on the student and the associated educational programs.
Findings
The outcomes of this study indicate that the impact on educators and their educational programs was substantial with regard to their teaching experiences. The study confirmed that foreign experience allowed not just for greater potential for cross institution cooperation for the future but also allowed for the usage of the summer school case studies in host and guest educational programs. For the students, the added value was in the international experience primarily and a chance to study on a case study project. The study was also successful in the dissemination of Urban FM knowledge.
Originality/value
This paper also offers added theoretical value in the development of a model in future projects on how to capitalize on the potential impact of the summer school on educators and students. The possibilities for increased dissemination and knowledge creation in Urban FM is also significant.
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This paper aims to describe the library instructional program that has been developed at the Z. Smith Reynolds Library at Wake Forest University to teach information literacy…
Abstract
Purpose
This paper aims to describe the library instructional program that has been developed at the Z. Smith Reynolds Library at Wake Forest University to teach information literacy skills to elementary and high school students attending academic summer programs.
Design/methodology/approach
Historical development of the instructional program is discussed and analyzed. This paper reflects on the importance of students who participate in summer programs having access to library resources including an orientation to the library.
Findings
The academic librarian is a prime player in reaching out to university staff responsible for coordinating summer enrichment programs on a college campus. The paper highlights the successes and lessons learned in coordinating instructional activities for elementary and high‐school students involved in summer camps and explores the benefits of these programs for students and librarians.
Practical implications
Teaching elementary and high school students how to conduct research in an academic library can be challenging. This paper serves as a guide to offer suggestions to other librarians interested in implementing programs and services for students enrolled in summer programs.
Originality/value
Academic libraries will find value in this paper's discussion on how to build effective partnerships with campus personnel to promote information literacy for school students who are involved in summer enrichment programs.
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Achieving the elimination of racial differences in test performance, as set forth in the No Child Left Behind Act of 2001 (NCLB), requires education policies that engage the…
Abstract
Achieving the elimination of racial differences in test performance, as set forth in the No Child Left Behind Act of 2001 (NCLB), requires education policies that engage the reality that African American test performances are not only about race but also about gender and residential status. In an effort to inform education policymaking with research that explores race–gender and residential inequality, I assess the growth of reading gaps in school and non-school contexts using a national and city sample of children from the Early Childhood Longitudinal, Kindergarten Cohort 1998–1999. I found that inequality in test performances was greater in the city than elsewhere, and African American boys shoulder a disproportionate educational burden related to city residency and enrollment in city schools. Additionally, children in city neighborhoods – where drugs and burglary are big problems – experience large shortfalls in reading in school and non-school contexts. I conclude with a discussion of the study’s implications for future educational policy, practice, and research, especially NCLB, which mandates that public schools achieve parity among racial groups by the end of the 2013–2014 academic year.
Robyn Johnston, Donna Cross, Christine Costa, Billie Giles‐Corti, Tommy Cordin, Elizabeth Milne and Dallas R. English
Few developers of school‐based health education programs actively involve the primary and secondary target audience in their program’s development. Kidskin was a sun protection…
Abstract
Few developers of school‐based health education programs actively involve the primary and secondary target audience in their program’s development. Kidskin was a sun protection intervention study involving a cohort of 1,776 children recruited from 33 primary schools in Perth, Western Australia. A formative evaluation to develop the Kidskin sun safety classroom and home education program for grades 1 to 4 children and their families was conducted. Process data collected from teachers revealed high levels of satisfaction with the program with the majority agreeing that the activities were developmentally appropriate, effective and enjoyable for students. Mailouts to students’ homes, reinforcing sun safety messages, were used to successfully reach most students and their families during the summer school holidays.
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Discusses the problem of the cancellation of summer classes in a university. Evaluates the comparative costs of cancelling classes or teaching them. Suggests that decisions need…
Abstract
Discusses the problem of the cancellation of summer classes in a university. Evaluates the comparative costs of cancelling classes or teaching them. Suggests that decisions need to be based on consideration of long‐term and intangible benefits as well as short‐term costs.
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Igor Perko and Zoraida Mendiwelso-Bendek
Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build…
Abstract
Purpose
Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning.
Design/methodology/approach
The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves.
Findings
First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers.
Research limitations/implications
The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging.
Practical implications
For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens.
Social implications
The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process.
Originality/value
The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.
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Although recent years have seen a considerable increase in the number of people living in abominable conditions as well as a rapid increase in the incidence of natural disasters…
Abstract
Although recent years have seen a considerable increase in the number of people living in abominable conditions as well as a rapid increase in the incidence of natural disasters rendering thousands of people homeless, few architects are aware of the possible contribution they could make to both development and humanitarian relief. This paper focuses on a particular series of educational workshops for architects and architecture students interested in the field of development and participatory practice: the Summer Schools organised by Architecture Sans Frontières - UK, a not-for-profit organisation that focuses on both equitable and sustainable approaches to development. It looks at the observations from the participants on the workshops and building exercise of one particular ASF-UK Summer School focusing on ‘Vulnerability and Risk: Rebuilding Communities after Disaster’ held between the first and the sixth of September 2006, at the Eden Centre in Cornwall, in collaboration with International Development in Extreme Environments (IDEE), discussing the aims and setup of this workshop, the lessons it attempted to bring across as well as participants' experiences.
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Marjan Houshmand, Marc-David L. Seidel and Dennis G. Ma
Theories of income inequality frequently cite child and adolescent labor as a societal problem. In contrast to such theories, we propose that path dependency coupled with…
Abstract
Purpose
Theories of income inequality frequently cite child and adolescent labor as a societal problem. In contrast to such theories, we propose that path dependency coupled with enhancement of human and social capital enables some adolescents who work to find more attractive jobs later in life.
Methodology
Using the longitudinal Youth in Transition Survey (YITS) spanning over 10 years, we find support for a positive relationship between adolescents’ number of work hours and future desirable professional outcomes such as being employed, income, person-organization fit, knowing where to look for a job, and career networking.
Findings
The positive relationship, in many instances, is curvilinear and highlights the downfall of working excessive hours. We also explore whether adolescent work for a stranger or family member leads to different outcomes, and find that working in a family business leads to enhanced later life utilization of career networks as well as better person-organization fit.
Social implications
While we find that adolescent work intensity is linked to positive later life outcomes such as higher income, better fitting jobs, and better career networks, we also find maxima whereby additional hours worked have a diminishing effect on the outcomes. This suggests the need for societal norms and/or laws to avoid excessive adolescent work.
Value of chapter
The findings in this chapter shed light on the role of early life work experiences in future professional outcomes. We show that certain types of adolescent employment can enhance future career prospects, counter to much of the established literature on the detrimental impact of youth labor.
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