title: Interacting with and through a digital library collection: commenting behavior in Flickr's the commons

authors: Cunningham, Sally Jo

subjects: computer science

abstract: There is growing interest by digital collection providers to engage collection users in interacting with the collection (e.g. by tagging or annotating collection contents) and with the collection organizers and other users (e.g. to form loose "communities" associated with the collection). At present, little has been documented as to the uptake of these mechanisms in specific collections, or the range of behaviors that emerge as users bend existing facilities to their own needs. This paper is one step in that direction: it describes the social information behaviors exhibited in a cultural heritage photography collection in The Commons on Flickr, and suggests implications for digital library design in response to these behaviors.

text: Interacting with and through a digital library collection: commenting behavior in Flickr's the commons There is growing interest by digital collection providers to engage collection users in interacting with the collection (e.g. by tagging or annotating collection contents) and with the collection organizers and other users (e.g. to form loose "communities" associated with the collection). At present, little has been documented as to the uptake of these mechanisms in specific collections, or the range of behaviors that emerge as users bend existing facilities to their own needs. This paper is one step in that direction: it describes the social information behaviors exhibited in a cultural heritage photography collection in The Commons on Flickr, and suggests implications for digital library design in response to these behaviors.

year: 2013

title: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

authors: Winis, Colleen

subjects: attitudes

abstract: The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

text: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

year: 2013

title: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts

authors: Eames, Chris W.

subjects: Critical approaches

abstract: This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

text: Exploring the constitution of environment education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.

year: 2018