Global Perspectives on Preservation Education
Author | : Michéle Valerie Cloonan |
Publisher | : |
Total Pages | : 109 |
Release | : 1992 |
Genre | : |
ISBN | : |
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Author | : Michéle Valerie Cloonan |
Publisher | : |
Total Pages | : 109 |
Release | : 1992 |
Genre | : |
ISBN | : |
Author | : Michèle V. Cloonan |
Publisher | : Walter de Gruyter GmbH & Co KG |
Total Pages | : 120 |
Release | : 2017-11-07 |
Genre | : Business & Economics |
ISBN | : 3111678776 |
The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession. The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems.
Author | : |
Publisher | : |
Total Pages | : 109 |
Release | : 1994 |
Genre | : Library education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : |
Release | : |
Genre | : |
ISBN | : |
Author | : Barry L. Stiefel |
Publisher | : University Press of New England |
Total Pages | : 405 |
Release | : 2014-09-02 |
Genre | : Architecture |
ISBN | : 1611685974 |
Over the past twenty years, there has been a fundamental shift in the institutional organization of historic preservation education. Historic preservation is the most recent arrival in the collection of built environment disciplines and therefore lacks the pedagogical depth and breadth found in allied endeavors such as architecture and planning. As the first degree programs in preservation only date to the 1970s and the first doctoral programs to the 1990s, new faculty are confronted with pedagogical challenges that are unique to this relatively nascent field. Based on a conference that included educators from around the world, Barry L. Stiefel and Jeremy C. Wells now present a collection that seeks to address fundamental issues of preservation pedagogy, outcome-based education and assessment, and global issues of authenticity and significance in historic preservation. The editors argue that the subject of the analysis has shifted from, "What is the best way to fix a historic building?" to, "What are the best ways for teaching people how to preserve historic properties (and why) according to the various standards that have been established?" This important reconsideration of the state of the field in historic preservation education will appeal to a broad audience across numerous disciplines.
Author | : Barry L. Stiefel |
Publisher | : University Press of New England |
Total Pages | : 313 |
Release | : 2014-09-02 |
Genre | : Architecture |
ISBN | : 1611685966 |
Over the past twenty years, there has been a fundamental shift in the institutional organization of historic preservation education. Historic preservation is the most recent arrival in the collection of built environment disciplines and therefore lacks the pedagogical depth and breadth found in allied endeavors such as architecture and planning. As the first degree programs in preservation only date to the 1970s and the first doctoral programs to the 1990s, new faculty are confronted with pedagogical challenges that are unique to this relatively nascent field. Based on a conference that included educators from around the world, Barry L. Stiefel and Jeremy C. Wells now present a collection that seeks to address fundamental issues of preservation pedagogy, outcome-based education and assessment, and global issues of authenticity and significance in historic preservation. The editors argue that the subject of the analysis has shifted from, "What is the best way to fix a historic building?" to, "What are the best ways for teaching people how to preserve historic properties (and why) according to the various standards that have been established?" This important reconsideration of the state of the field in historic preservation education will appeal to a broad audience across numerous disciplines.
Author | : Jean I. Whiffin |
Publisher | : Walter de Gruyter |
Total Pages | : 192 |
Release | : 2013-02-07 |
Genre | : Language Arts & Disciplines |
ISBN | : 3110954125 |
The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession. The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems.
Author | : Alan Brine |
Publisher | : Routledge |
Total Pages | : 437 |
Release | : 2016-04-22 |
Genre | : Language Arts & Disciplines |
ISBN | : 1317124006 |
Librarians must now work at a different level from that required 20 years ago, but the training available is not always appropriate or accessible to all. The authors of this volume have responded to this significant and continuing change within the profession by offering a much-needed guide to best practice for staff training and development in library and information work. This handbook addresses new aspects of service provision both in the UK and abroad, and provides an up-to-date review of the current developments that are becoming increasingly important to librarians through the influence of the electronic age and the widening of areas of professional involvement. The Handbook of Library Training Practice and Development will be invaluable to those responsible for the development of staff and line managers as well as providing a crucial insight into the information profession for anyone new to this career path or looking to develop their knowledge within it.
Author | : Gaëtane Jean-Marie |
Publisher | : IAP |
Total Pages | : 349 |
Release | : 2015-07-01 |
Genre | : Education |
ISBN | : 1681232081 |
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks, 2009).
Author | : Simon Ford |
Publisher | : Walter de Gruyter GmbH & Co KG |
Total Pages | : 240 |
Release | : 2015-05-19 |
Genre | : Art |
ISBN | : 3110954508 |
The aim of each volume of this series Guides to Information Sources is to reduce the time which needs to be spent on patient searching and to recommend the best starting point and sources most likely to yield the desired information. The criteria for selection provide a way into a subject to those new to the field and assists in identifying major new or possibly unexplored sources to those who already have some acquaintance with it. The series attempts to achieve evaluation through a careful selection of sources and through the comments provided on those sources.