المؤلفون: Dalton, Pete, Levinson, Kate

Peer Reviewed: N

Page Count: 9

Descriptors: Academic Standards, Accreditation (Institutions), Foreign Countries, Higher Education, International Programs, Library Associations, Library Education, Research Methodology

مستخلص: This report details initial findings and issues facing researchers working at the University of Central England on an IFLA (International Federation of Library Associations and Institutions) education and training project. This project explores LIS (Library and Information Science) education standards worldwide and the potential for increased international parity of qualifications. The paper describes three possible methodological approaches for the research and their respective drawbacks. The first approach is to produce a database detailing the various accreditation criteria required for recognition by the appropriate national library organizations. The second approach examines the existing procedures operating within the EU (European Union) to allow for the recognition of overseas qualifications across all curriculum areas; there is a short description of the NARIC (National Academic Recognition Information Centre for the United Kingdom) service and its role in this area. The third approach is to compile a detailed database that looks at the course duration and content of each LIS education institution. Possible ways forward are suggested, including adapting the NARIC model to include greater detail, collecting individual course data, and requiring all national library organizations to adopt a model of accreditation for LIS courses. (MES)

المؤلفون: Dalton, Pete, McNicol, Sarah

المصدر: Library Quarterly. Oct 2004 74(4):455-468.

Peer Reviewed: Y

Page Count: 14

Descriptors: Electronic Publishing, Lifelong Learning, Evaluation Methods, Information Services, Qualitative Research, Electronic Libraries, Foreign Countries, Library Services

مصطلحات جغرافية: United Kingdom

مستخلص: Evaluation in Library and Information Services has traditionally focused on quantitative measures of input and output. This trend has been generally reflected in the emerging efforts relating to the evaluation of electronic information services (EIS). Less well developed are qualitative approaches to evaluation of EIS. Issues that feature high on the agenda of the U.K. government are inclusion and learning; widening participation and lifelong learning cannot be effectively measured by quantitative data alone. The library sector needs to draw on the experiences of other disciplines in the use of mixed methods and user-focused evaluation. Libraries often lack the skills and time to prioritize qualitative evaluation methods; however, the eVALUEd tool kit provides librarians with a range of tools to support them in undertaking person-centered, qualitative evaluation of EIS.

Abstractor: As Provided

المؤلفون: McNicol, Sarah J., Dalton, Pete

المصدر: Journal of Adolescent & Adult Literacy. Nov 2002 46(3):246-253.

Peer Reviewed: Y

Page Count: 8

Descriptors: Adult Education, Adult Literacy, Elementary Education, Family Literacy, Family School Relationship, Foreign Countries, Libraries, Literature Appreciation, Parent Participation, Program Effectiveness, Reading Instruction

مصطلحات جغرافية: United Kingdom (England)

مستخلص: Focuses on the impact of a family reading project on parents and library staff in an English borough and the partnerships it fostered between organizations involved in the initiative. Considers the project's impact on parents, public libraries and schools. Notes that one of the most important benefits of the partnership courses was pleasure parents gained from attending. (SG)