quinta-feira, 2 de fevereiro de 2012

Filmmaking Across the Curriculum

Guia para as 3 fases de produção de um filme com os alunos
http://www.acmi.net.au/learn_production_resources.htm

WEBLINKS RESEARCH

Website australiano com seleção de recursos web para alunos (5 aos 19 anos de idade), professores e bibliotecários: educativos e de ficção. Integra serviços comerciais, por assinatura paga, e também alguns recursos grátis, como este cartaz.

LinksPlus is a collection of educational website and fiction directories for 5 to 19 year olds. They are designed to guide research and save time for students, teachers and librarians.
The directories are available as online databases, library catalogue files and print.
All links are kept up to date.
Criteria for site selection:
safe

relevant to curriculum

authoritative content

good technical and visual design

-- WEBLINKS RESEARCH --

SCIS | Teacher librarians as cultural change agents

We have long understood that implementing the school library program is about improving teaching and learning for all members of the school’s community – the facility, the collection, the technology, and the staff are means to that end. The challenge for the teacher librarian is to be an agent and catalyst for change within the whole school as well as within the school library.

SCIS | Teacher librarians as cultural change agents /Dianne Oberg (2011)

quarta-feira, 1 de fevereiro de 2012

Concurso Gulbenkian 2012. Projetos de promoção da leitura em bibliotecas públicas

Projetos de promoção da leitura em bibliotecas públicas

Estão abertas de 30 de janeiro a 1 de março as candidaturas para o Concurso de apoio a projetos de promoção de leitura em bibliotecas públicas.

Entende-se por "projectos de promoção de leitura" os projectos que, de um modo continuado, pretendam aproximar o livro dos potenciais leitores, criando uma

relação entre as ações a desenvolver e o público-alvo, transformando-o em sujeito ativo, numa tentativa de, assim, formar leitores e diminuir, a médio e longo prazo, os níveis de iliteracia.

(...)

Art.º 8º

1 - Na avaliação das candidaturas são considerados os seguintes critérios: (...)

g) A colaboração com Bibliotecas Escolares/Centros de Recursos ou Pequenas Bibliotecas Públicas existentes na Região; (...)

3. Serão valorizadas as candidaturas cujas propostas reflitam a cooperação entre bibliotecas para atividades de promoção da leitura e que permitam, desta forma, a rentabilização de recursos e o maior impacto dos projetos a realizar.

Fundação Calouste Gulbenkian - Atividades e Apoios / Bolsas e Subsídios / A Decorrer / Educação / Projetos de promoção da leitura em bibliotecas públicas

domingo, 29 de janeiro de 2012

Literacia Visual - padrões ACLR/ALA (EUA, 2011)

Visual Literacy and Information Literacy

The Visual Literacy Standards were developed in the context of the Information Literacy Competency Standards for Higher Education, and are intended to complement the Information Literacy Standards.
The Visual Literacy Standards address some of the unique issues presented by visual materials. Images often function as information, but they are also aesthetic and creative objects that require additional levels of interpretation and analysis.

Finding visual materials in text‐based environments requires specific types of research skills. The use, sharing, and reproduction of visual materials also raise particular ethical and legal considerations. The Standards address these distinct characteristics of images and visual media and challenge students to develop a combination of abilities related to information literacy, visual communication, interpretation, and technology and digital media use.

ACRL Visual Literacy Competency Standards for Higher Education

Approved by the ACRL Board of Directors, October 2011

www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/visualliteracy.pdf

School Libraries: Applying Innovative Ideas to a Threatened Species

I suggest that school libraries need to reinvent themselves as something much more sophisticated than what they currently are. They should not be a simple wharehouse of neatly (if you are lucky) catalogued materials to serve children. They should be "idea centres" where students, staff and faculty can put their ideas together for the purpose of innovation. This is NOT about repackaging a library and renaming it a "Learning Commons". This is about changing the PURPOSE of the library. What it is called is not important. It is what it DOES that is important.

Library and Information Technology at UFV: School Libraries: Applying Innovative Ideas to a Threatened Species

10 maneiras de melhorar o estudo

(A todos os professores da Universidade)

The following tips for faculty to help students successfully complete research assignments are based on the results of studies conducted by Project Information Literacy (PIL), an ongoing national research project that examines undergraduate student research practices. PIL’s methodologies have included a survey of over 8,000 students from 25 U.S. college campuses, including Temple (USA); a content analysis of 191 course-related research assignment handouts from 28 campuses; and student discussion groups at 7 campuses.

Click on the link in each tip to see the research findings that support the recommendation.

1. Encourage students to consult with a librarian.
2. Direct students towards a variety of library resources including print, electronic, and multimedia.
3. Suggest specific databases or other library resources by name to students.
4. Discuss what constitutes plagiarism as well as the consequences.
5. Review criteria for evaluating sources.
6. Define research.
7. Embed a research guide in Blackboard or request one from your librarian.
8. Break the research assignment into manageable parts.
9. Explain how research will be evaluated.
10. Collaborate with a librarian to design a research assignment that employs critical thinking.