title: Greenstone digital library software: current research

authors: Bainbridge, David

subjects: computer science

abstract: The Greenstone digital library software (www.greenstone.org)provides a flexible way of organizing information and publishing it on the Internet or removable media such as CDROM. Its aim is to empower users, particularly in universities, libraries and other public service institutions, to build their own digital libraries. It is open-source software, issued under the terms of the GNU General Public License. It is produced by the New Zealand Digital Library Project at the University of Waikato, and developed and distributed in cooperation with UNESCO and the Human Info NGO.

text: Greenstone digital library software: current research The Greenstone digital library software (www.greenstone.org)provides a flexible way of organizing information and publishing it on the Internet or removable media such as CDROM. Its aim is to empower users, particularly in universities, libraries and other public service institutions, to build their own digital libraries. It is open-source software, issued under the terms of the GNU General Public License. It is produced by the New Zealand Digital Library Project at the University of Waikato, and developed and distributed in cooperation with UNESCO and the Human Info NGO.

year: 2004

title: Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition

authors: lisahunter

subjects: beginning teachers

abstract: This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.

text: Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.

year: 2011

title: A Mātauranga Māori Perspective of Literacy for Adult Learners

authors: Furness, Jane Amanda

abstract: Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Māori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Māori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Māori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Māori aspirations for literacy are met.

text: A Mātauranga Māori Perspective of Literacy for Adult Learners Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Māori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Māori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Māori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Māori aspirations for literacy are met.

year: 2023-10-23