Search

This book offers a global perspective on educational networks, reviewing theory and practice before setting out four lenses: educational effectiveness and improvement; governance theory; complexity theory; and Actor-Network Theory. Using these lenses, Greany and Kamp explore the limits and possibilities for collaboration by analysing case studies of networks in Aotearoa New Zealand and England as well as country-level overviews of networks in Chile and Singapore. The four lenses allow the authors to explore the implications of networks from different perspectives: moving from the level of the individual school, to the local and national systems that schools operate within, to the wider environmental factors that shape, and are shaped by, network activity in education. The authors examine why and how networks have become a feature of education systems worldwide and the implications for policy, practice and research. They consider how networks form, develop, reform, and achieve impact, but also why they can be challenging and often fail to achieve their ambitions. The book concludes by drawing out the implications for leaders and the further development of leadership at different levels of education systems, and by identifying further avenues for research.

Published in 1996, this book aims to address the problem faced by teachers needing basic information about the subject they have been asked to teach. It includes addresses of publishers, suppliers, agencies and organizations which should be useful for teachers.

Curriculum Integration outlines and presents a curriculum integration matrix for 21st century learning in complex and diverse information environments. The curriculum integration matrix is based on the constructivist instructional framework of Guided Inquiry and underpinned by the Information Search Process, both developed by Carol Kuhlthau, Professor Emerita, Rutgers University. It outlines how Guided Inquiry as an instructional framework in 21st century schools can be developed and implemented to enable students to learn meaningfully from diverse and complex information sources.

Resourcing for student learning since the advent of the digital age has become more complex and more challenging for school libraries, while at the same time the volume of information has increased. This book provides both an approach to developing school library collections and a balanced view of the types of resources required for student learning.

Our students are involved in an'architecture of participation'– creating, adapting and sharing content. While for them this learning is a comfortable multimodal conversation, for us this change is revolutionary. As we begin to understand the importance of these seismic shifts, we come to the realisation that we are being challenged to un-learn and re-learn in order to grant students access to 21st century learning. Schools and school libraries have many challenges ahead to renew pedagogy and technology work practices. We hope that Connect, communicate, collaborate will provide the knowledge, inspiration and motivation to get you started.

This book provides a comprehensive overview of e-learning (online learning) systems in the context of system delivery for Higher Education Information Services. The book considers practical issues in choosing a virtual learning environment and discusses a range of issues in implementing, managing and maintaining the service for users. In particular, the issue of accessibility and usability is discussed in the context of recent legislation (e.g. Disability Discrimination Act / SENDA.). - Jargon-free and aimed at information professionals with sole/mixed responsibilities - Identifies leading systems, discussing strengths and weaknesses - Draws examples from current practice in Higher Education