Search

Purpose As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA.Design/methodology/approach The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment.Findings It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors.Research limitations/implications Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis.Originality/value This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations. [ABSTRACT FROM AUTHOR]

This paper assesses the evolution of the relationship between tourism and indigenous peoples. Based on published work on indigenous tourism in Australia, Canada, New Zealand and the United States, a six-stage model of evolution has been proposed. The model begins with (1) pre-European in situ control, characterised by high local control and indigenous theme; (2) in situ exposure occurs in the early stages of colonialism and is followed by (3) ex situ exhibitionism and exploitation as native artefacts are displayed in museums and exhibitions. The opening of remnant indigenous space to tourist visits marks (4) in situ exhibitionism and exploitation, which represents the nadir of indigenous control but fosters strategies of resistance. Reassertions of indigenous control give rise to (5) in situ quasi-empowerment, while the extension of this control to previously occupied territory characterises (6) ex situ quasi-empowerment and the presence of “shadow indigenous tourism”. The empowerment and sustainability implications of the model have also been discussed. [ABSTRACT FROM AUTHOR]

Teaching national history in school generates significant public anxiety and political debate—as the various 'history wars' around the world reveal. For many school students, however, studying their nation's past is dull and repetitive. Such lack of interest has been confirmed by surveys and research reports that reveal alarmingly low levels of national historical knowledge among young people, and there is growing popular concern that their ignorance of the past endangers the nation's future. Yet preoccupation with students' apparent national illiteracy tends to overlook how they connect with history in the first place. This paper draws on findings from a comparative Australian and Canadian research project that interviewed students and teachers about the ways they learned and taught history. It argues that any return to 'the facts' at the expense of critical historical engagement in class could turn students away from the subject. [ABSTRACT FROM AUTHOR]