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Thursday, 08 July 2010 18:36 |
University Supports for Open Access: A Canadian National Survey - Devon Greyson, Kumiko Vézina, Heather Morrison, Donald Taylor, Charlyn Black - Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur, Volume 39, No. 3, 2009, pages 1-32
Abstract: The advent of policies at research-funding organizations requiring grantees to make their funded research openly accessible alters the life cycle of scholarly research. This survey-based study explores the approaches that libraries and research administration offi ces at the major Canadian universities are employing to support the research-production cycle in an open access era and, in particular, to support researcher adherence to funder open-access requirements. Responses from 21 universities indicated that librarians feel a strong sense of mandate to carry out open access-related activities and provide research supports, while research administrators have a lower sense of mandate and awareness and instead focus largely on assisting researchers with securing grant funding. Canadian research universities already contain infrastructure that could be leveraged to support open access, but maximizing these opportunities requires that research administration offices and university libraries work together more synergistically than they have done traditionally.
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Friday, 12 March 2010 08:10 |
Exploring alternative pedagogical terrain: Teaching and learning in art museums - D. Matthewson-Mitchell - International Journal of Pedagogies and Learning, 4(5), pp. 74-89. December 2008 Abstract: For school-based education, museums provide important learning opportunities that potentially bridge the gap between the classroom and the world beyond, enabling education to fulfill its aim of preparing students for the opportunities, responsibilities and experiences of adult life. However, little research has specifically addressed the pedagogical demands and challenges of school-based teaching and learning in the specific context of art museums. This paper reports on a doctoral study that engaged the previously largely unrepresented voices of school-based educators and student audiences, in an investigation of interactions between schools and museums, with a specific focus on art educators and art museums. A pedagogical model is proposed that addresses the structural characteristics of art museum contexts while also exploring how approaches to teaching and learning can engage individual subjectivities, to make the invisible determinants of action visible, and to activate the possibilities of agency. The organising structure of the model extends the pedagogical repertoire of school-based educators, equipping them with approaches that allow for the development of purposeful and integrated educational experiences. In the provision of theoretical positions and strategies for inter-and intra-field interactions, the model ultimately identifies art museums as distinctive sites for transformative and inclusive school-based pedagogies that potentially provide a foundation for future cultural practice. Keywords: art education, art museums, transformative and inclusive school-based pedagogies, inter-and intra-field interactions Full text: PDF (220 KB) |
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