Developing media production skills for literacy in a primary school classroom : digital materials, embodied knowledge and material contexts

This chapter investigates the relationship between technical and operational skills and the development of conceptual knowledge and literacy in Media Arts learning. It argues that there is a relationship between the stories, expressions and ideas that students aim to produce with communications media, and their ability to realise these in material form through technical processes in specific material contexts. Our claim is that there is a relationship between the technical and the operational, along with material relations and the development of conceptual knowledge and literacy in media arts learning. We place more emphasis on the material aspects of literacy than is usually the case in socio-cultural accounts of media literacy. We provide examples from a current project to demonstrate that it is just as important to address the material as it is the discursive and conceptual when considering how students develop media literacy in classroom spaces.

Development of a Remote Sensing Core Curriculum submitted for the sessions on educational initiatives in Geoscience and Remote Sensing

A Remote Sensing Core Curriculum (RSCC) development project is currently underway. This project is being conducted under the auspices of the National Center for Geographic Information and Analysis (NCGIA). RSCC is an outgrowth of the NCGIA GIS Core Curriculum project. It grew out of discussions begun at NCGIA, Initiative 12 (I-12): 'Integration of Remote Sensing and Geographic Information Systems'. This curriculum development project focuses on providing professors, teachers and instructors in undergraduate and graduate institutions with course materials from experts in specific subject matter for areas use in the class room.

New paradigm, new educational requirements? Australian viewpoints on education for digital libraries

The rise in popularity of the digital library has lead to studies addressing digital library education and curricula development to emanate from the United States and Europe. However, to date very little research has been conducted with an Australian focus. Additionally, very few studies worldwide have sought the opinions of practitioners and the influence that these opinions may have on developing appropriate digital library curricula. The current paper is drawn from a larger study which sought to determine the skills and knowledge required of library and information professionals to work in a digital library environment. Data were collected via an online questionnaire from two target groups: practitioners working in academic libraries and Library and Information Science (LIS) educators across Australia. This paper examines in depth the findings from the survey specifically relating to the following topics. Firstly, whether or not there is a need for an educational programme to be targeted solely at the digital library environment. Secondly, the preferred delivery options for such a programme, and preferred models of digital library education. In addition, a determination on the elements which should be included in the curricula of a digital library education programme are discussed. Findings are compared and discussed with reference to the literature which informed the study. Finally, implications for the sustainability of library education programmes in Australia are identified and directions for further research highlighted.

Document collage of correspondence and press materials; Juedische Winterhilfe der Juedische Gemeinde; Berlin Jewish Institutions

"die Firmen-Werbung setztein"

Oversized Materials, Box 1 1873, 1876, 1880

Oversized materials is the digitized contents of one box (OS1) that consists of correspondence and an address from Box 2, Folders 12, 13 and 17.

Oversized Materials, Box 1 1873, 1876, 1880

Oversized materials is the digitized contents of one box (OS1) that consists of correspondence and an address from Box 2, Folders 12, 13 and 17.

Oversized Materials, Box 1 1873, 1876, 1880

Oversized materials is the digitized contents of one box (OS1) that consists of correspondence and an address from Box 2, Folders 12, 13 and 17.

Oversized Materials, Box 1 1873, 1876, 1880

Oversized materials is the digitized contents of one box (OS1) that consists of correspondence and an address from Box 2, Folders 12, 13 and 17.

Miscellaneous materials regarding Newport

Digital image

The accuracy and reliability of plaster vs digital study models : a comparison of three different impression materials

Introduction: Le but de l’étude était d’examiner l’effet des matériaux à empreintes sur la précision et la fiabilité des modèles d’études numériques. Méthodes: Vingt-cinq paires de modèles en plâtre ont été choisies au hasard parmi les dossiers de la clinique d’orthodontie de l’Université de Montréal. Une empreinte en alginate (Kromopan 100), une empreinte en substitut d’alginate (Alginot), et une empreinte en PVS (Aquasil) ont été prises de chaque arcade pour tous les patients. Les empreintes ont été envoyées chez Orthobyte pour la coulée des modèles en plâtre et la numérisation des modèles numériques. Les analyses de Bolton 6 et 12, leurs mesures constituantes, le surplomb vertical (overbite), le surplomb horizontal (overjet) et la longueur d’arcade ont été utilisés pour comparaisons. Résultats : La corrélation entre mesures répétées était de bonne à excellente pour les modèles en plâtre et pour les modèles numériques. La tendance voulait que les mesures répétées sur les modèles en plâtre furent plus fiables. Il existait des différences statistiquement significatives pour l’analyse de Bolton 12, pour la longueur d’arcade mandibulaire, et pour le chevauchement mandibulaire, ce pour tous les matériaux à empreintes. La tendance observée fut que les mesures sur les modèles en plâtre étaient plus petites pour l’analyse de Bolton 12 mais plus grandes pour la longueur d’arcade et pour le chevauchement mandibulaire. Malgré les différences statistiquement significatives trouvées, ces différences n’avaient aucune signification clinique. Conclusions : La précision et la fiabilité du logiciel pour l’analyse complète des modèles numériques sont cliniquement acceptables quand on les compare avec les résultats de l’analyse traditionnelle sur modèles en plâtre.

Children with Special Educational Needs as film makers: Using digital video to support Understandings of Narrative

The literature has identified issues around transitions among phases for all pupils (Cocklin, 1999) including pupils with special educational needs (SEN) (Morgan 1999, Maras and Aveling 2006). These issues include pupils’ uncertainties and worries about building size and spatial orientation, exposure to a range of teaching styles, relationships with peers and older pupils as well as parents’ difficulties in establishing effective communications with prospective secondary schools. Research has also identified that interventions to facilitate these educational transitions should consider managerial support, social and personal familiarisation with the new setting as well as personalised learning strategies (BECTA 2004). However, the role that digital technologies can play in supporting these strategies or facilitating the role of the professionals such as SENCos and heads of departments involved in supporting effective transitions for pupils with SEN has not been widely discussed. Uses of ICT include passing references of student-produced media presentations (Higgins 1993) and use of photographs of activities attached to a timetable to support familiarisation with the secondary curriculum for pupils with autism (Cumine et al. 1998).

Educational inclusiveness through Ludic engagement and digital creativity

This paper describes an approach to teaching and learning that combines elements of ludic engagement, gamification and digital creativity in order to make the learning of a serious subject a fun, interactive and inclusive experience for students regardless of their gender, age, culture, experience or any disabilities that they may have. This approach has been successfully used to teach software engineering to first year students but could in principle be transferred to any subject or discipline.

Families, cultural resources and the digital divide: ICTs and educational (dis)advantage in the e-society

By concentrating on cases of family engagement with information communication technologies at a very local level, this paper tries to illustrate that issues related to 'access' and social disadvantage require extremely sophisticated and textured accounts of the multiple ways in which interrelated critical elements and various social, economic and cultural dimensions of disadvantage come into play in different contexts. Indeed, to draw a simple dichotomy between the technology haves and have-nots in local settings is not particularly generative. It may be the case that, even when people from disadvantaged backgrounds manage to gain access to technology, they remain relatively disadvantaged.