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Bibliotekundervisningens fremtid – nytt fokus på metodikk og digitalisering: PhD on Track som nettressurs i bibliotekkurs for ph.d.-kandidater
No full textI løpet av de siste årene har både fakulteter og universitetsbibliotek i Norge begynt å tilby tverrfaglige kurs for ph.d.-kandidater, og nye nettbaserte ressurser gir informasjon om diverse arbeidsverktøy og metodikk som er relevant i forskerutdanningen. Parallelt med dette har den tradisjonelle bibliotekundervisningen forandret seg: Gjennom å åpne bibliotekkurs for nye emner som akademisk skriving, akademisk redelighet og datahåndtering, blir begrepet «informasjonskompetanse» utvidet og nye undervisningsformer utprøvd. I tillegg er målgruppen for ph.d.-kurs på bibliotekene svært heterogen: Det finnes store forskjeller angående metoder og arbeidsmåter mellom fakulteter, fag, fagdisipliner og prosjekter, og prosjektenes faglige spesialisering og tverrfaglighet øker behovet for skreddersydde svar.
Både de nye læringsområdene og behovet for individuell veiledning utfordrer tradisjonelle konsepter for bibliotekundervisning, som gjerne har vært generaliserende og instruksjonsbasert. Utfordringen med målgruppens faglige heterogenitet besvares med ph.d.-kurs i «overførbare ferdigheter» («transferable» eller «generic skills») og forsøk på å finne fagovergripende standarder for nøkkelkompetanser som søk, litteraturkartlegging eller skriving av akademiske tekster. De nye temaene i bibliotekenes ph.d.-undervisning som skriveprosess, arbeidsflyt og etiske problemstillinger kan ikke ivaretas gjennom instruksjonsbaserte læringsformer. Men også kurstilbudene i overførbare ferdigheter møter utfordringer: Overføring av kunnskap og konkretisering av generaliserte arbeidsteknikker krever rom for praktisk arbeid med individuelle prosjekter i bibliotekundervisningen. Foredraget viste forskjellige eksempler for studentaktive læringsformer gjennom digitalt støttet undervisningsmetodikk. Ved hjelp av nettressursen www.phdontrack.net kan ph.d.-kandidatene selvstendig tilegne seg generalisert informasjon, mens ph.d.-undervisningen kan fokusere på praktisk arbeid med de individuelle forskningsprosjektene.
 
Hip Hop as an Agent for Health and Wellbeing in Schools: A Narrative Synthesis of Existing Research
No full text嘻哈作为在学校促进健康和幸福感的媒介：对现有研究的叙事性综述
摘要
在过去的15年里，嘻哈文化在主流学校中的影响越来越大。这种存在有多种形式，包括课外活动、教学工具和全校学生学习和发展的方法。然而，明确探讨运用嘻哈来促进以学校幸福为成果的论述仍然有限。为了探索这一特定交叉点的研究现状，本文对22篇关于在学校环境中使用嘻哈干预改善幸福感的研究文章进行了叙述性综述。研究结果表明，在这一领域发表的研究文章越来越多，聚焦在促进美国城市背景下弱势的、带肤色学生的健康上，以及需要进行更具方法论意义的、与社会政治背景密切相关的研究。尽管如此，嘻哈重要的好处在研究报告中都有被报道，显示了嘻哈在促进学生身体、社会和心理健康方面的价值。
关键词：嘻哈，学生幸福感，嘻哈干预，学校项目，叙事性综述
翻译：温蕰Hip Hop culture has shown an increasing presence in mainstream schooling over the last 15 years. This presence has taken many forms, including extracurricular programs, pedagogical tools, and whole-school approaches to student learning and development. Yet, discourse explicitly exploring the use of Hip Hop to facilitate wellbeing outcomes in schools remains limited. To explore the state of current research at this particular intersection, this paper presents a narrative synthesis of 22 research articles reporting on the use of Hip Hop interventions for wellbeing in school settings. Results indicated a growing rate of published research articles in this area, focusing health promotion for underprivileged students of colour in urban US settings, and the need for more methodologically sound research which critically engages with socio-political contexts. Nevertheless, important benefits were reported across studies, demonstrating the value of Hip Hop in promoting across the physical, social and mental wellbeing.L’Hip Hop come agente per la salute e il benessere nelle scuole: Una sintesi narrativa della ricerca esistente
La cultura hip hop ha mostrato una presenza crescente nella scuola ordinaria degli ultimi 15 anni.Questa presenza ha assunto molte forme, tra cui programmi extracurricolari, strumenti pedagogici e approcci globali all\u27apprendimento e allo sviluppo degli studenti. Tuttavia, il discorso per facilitare risultati di benessere nelle scuole esplorando esplicitamente l\u27uso dell\u27Hip Hop, rimane limitato. Per esplorare lo stato della ricerca attuale in questo particolare incrocio, l’articolo presenta una sintesi narrativa di 22 studi di ricerca che riportano l\u27uso di interventi Hip Hop per il benessere in ambito scolastico. I risultati hanno indicato un tasso crescente di articoli di ricerca pubblicati in questo settore, concentrando la promozione della salute per gli studenti di colore svantaggiati nelle aree urbane degli Stati Uniti, e la necessità di una ricerca metodologicamente più valida che si impegni criticamente in contesti socio-politici. Ciononostante, negli studi sono stati riportati importanti benefici, a dimostrazione del valore dell\u27Hip Hop nel promuovere il benessere fisico, sociale e mentale.
Traduzione di Claudio CominardiHip Hop zur Förderung von Gesundheit und Wohlbefinden in Schulen:Eine narrative Synthese der vorhandenen Forschung
ZusammenfassungDie Hip-Hop-Kultur hat in den letzten 15 Jahren eine zunehmende Präsenz in der Regelschulbildung. Diese Präsenz hat viele Formen angenommen, einschließlich außerschulischer Programme, pädagogischer Methoden und ganzschulischer Ansätze für das Lernen und die Entwicklung von SchülerInnen. Dennoch bleibt der Diskurs, der sich explizit mit dem Einsatz von Hip Hop zur Förderung des Wohlbefindens in Schulen befasst, begrenzt. Um den Stand der aktuellen Forschung an diesem speziellen Schnittpunkt zu untersuchen, stellt dieser Artikel eine narrative Synthese von 22 Forschungsartikeln vor, die über den Einsatz von Hip-Hop-Interventionen zur Förderung des Wohlbefindens in Schulen berichten. Die Ergebnisse weisen auf eine wachsende Anzahl von Veröffentlichungen in diesem Bereich hin, welche sich auf die Gesundheitsförderung für unterprivilegierte farbige Schülerinnen und Schüler in städtischen US-Settings und auf den Bedarf an methodisch fundierter Forschung, die sich kritisch mit sozio-politischen Kontexten auseinandersetzt, konzentrieren. Nichtsdestotrotz wurde in allen Studien über wichtige Vorteile berichtet, die den Wert von Hip-Hop bei der Förderung des physischen, sozialen und mentalen Wohlbefindens von SchülerInnen zeigen.
Schlüsselbegriffe: Hip Hop, Wohlbefinden der Schülerinnen und Schüler, Hip-Hop-Interventionen, Schulprogramme, narrative Synthese
Übersetzung: Josephine GeipelLe Hip Hop Comme Agent de Santé et de Bien-être dans les écoles: Une Synthèse Narrative de la Recherche Existante
La culture hip-hop a montré une présence croissante dans la scolarité ordinaire les 15 dernières années. Cette présence a pris de nombreuses formes, y compris des programmes parascolaires, des outils pédagogiques et des approches à l\u27échelle de l\u27école pour l\u27apprentissage et le développement des élèves. Pourtant, le discours explore explicitement l\u27utilisation du hip hop pour faciliter le bien-être les résultats scolaires restent limités. Pour explorer l\u27état de la recherche actuelle à cette intersection particulière, cet article présente une synthèse narrative de 22 recherches des articles sur l\u27utilisation des interventions hip hop pour le bien-être en milieu scolaire. Les résultats indiquent un taux croissant d\u27articles de recherche publiés dans ce domaine, sur la promotion de la santé pour les étudiants défavorisés de couleur dans les milieux urbains américains, et la nécessité d\u27une recherche plus méthodologiquement solide qui engage de manière critique avec contextes socio-politiques. Néanmoins, des avantages importants ont été signalés dans toutes les études, démontrant la valeur du hip hop dans la promotion à travers le physique, social et bien-être mental des élèves.
Mots-clés: hip hop, bien-être des élèves, interventions hip hop, programmes scolaires, synthèse narrative
Traduit par Danielle Jakubia
“Wisely, and slow. They stumble that run fast”: Learner-Friendly Shakespeare in an EFL Classroom
Get PDFThis paper discusses a learner-friendly and student-centred approach to introducing Shakespeare for less advanced English language learners in the university-level EFL classroom. Shakespeare becomes welcome material when the input is comprehensible and enjoyable. In this light, the teaching should first start with the story rather than the language. After hooking students by recounting stories from Shakespeare, the teacher needs to familiarise them with the authentic language through activities carefully designed to initiate them into the language. In approaching the content of Shakespeare’s plays, the students are asked to relate themselves to the world of Shakespeare through active methods advanced by the RSC and the world that students already know. Raising language awareness in learners rather than being taught the language, the students become less frustrated while learning to appreciate Shakespeare
svenska: om den pedagogiska funktionen av en granskningsprocess, om informellt lärande i civilsamhället och om möjligheten att yttra sig
Get PDF The price of housing - on the pedagogical function of a public audit, on informal learning in the civil society, and on the possibility of expressing an opinion
The article contains an analysis of parts of a formalized public audit of the proposed development of a local residential area in Sweden, involving i.a. the clearing of a small urban forest. The subject of the analysis is the comments received in the third out of three public reviews.
The empirical findings are analyzed in order to understand and explain the popular involvement in the audit as well as the expressed frustration that none of the people\u27s comments had any impact on the final project.
The analysis sets out from Pierre Bourdieu\u27s practice praxeology. Perspectives are also given to theories of/for informal learning in civil society, to Hannah Arendt\u27s philosophy of the banality of evil (of bureaucracy), and to recent analyzes of developments in municipal housing policy, and of the social dynamics of the elite, its choice of education and place of residence. Finally, both the empirical theory of evaluations/evaluating practices and the sociology of representation developed by the author are implemented.
The public audit and the associated informal learning in civil society is part of a democratic ideal that the people keep the regime in check through certain formalized practices. However, the analysis shows that the audit, an intricate system of evaluating practices, serves to hinder the influence of the people, and that the local politicians and bureaucrats tend to give priority to the socially dominant (mainly economic) interests rather than serve the people. Similarly, any investigation related to the audit has the function of hindering the production of systematic knowledge. Consequently, existing dominant interests are taken into account at the expense of any other. Not only the natural basis exploited. Even the people is a resource for exploitation, facilitated by the municipality
Unless the Water is Safer Than the Land
No full textThe film based on the selection of stories about the experience of journeys, shared by its participants (minor age unaccompanied refugees) during the 3 months of fieldwork in 2013 in Cologne, Germany. What they have gone through and been faced with on the way to, or after arrival in the host countries.
The intention of the project was to reach out to the broader local audience. Therefore by applying experimental narrative forms, the film tends to express and project these experiences sensorially
Different Professional Ideal Types in the Inter-sectoral Management of Psychiatric Healthcare Trajectories
Get PDFAim: To investigate how differences in types of professions and rationalities affect the management of inter-sectoral trajectories in psychiatric health care in the Capital Region of Denmark.
Background: Some psychiatry users experience a lack of coherence between the mental health care treatment provided at hospitals and run by the regions, and that provided at residential psychiatric units run by municipalities. The literature points to various challenges in this field of research, related to transitions that need rethinking and further examination.
Method: The approach is an eclectic use of theory and methods in a theory-governed analysis of empirical data built up from focus group interviews with professionals in mental health care centres and social psychiatric residencies. We classify the positions from the data using a theoretical framework based on Max Weber\u27s theory of ideal types and from Pierre Bourdieu\u27s concept of habitus. Our analysis outlines a theory about the practice of transitions in inter-sectoral trajectories in psychiatric health care.
Results: From the empirical material, we were able to construct different professional ideal types related to mental health care psychiatry and social psychiatry. The construction points to differences in the habitual basis of action that maintains institutional distinctions.
Discussion: Differences in ideal types are connected to the prevailing positions of the two sectors, in which management in health care centres follows a dominant medical rationality, and management in residencies draws on a social and social educational legitimacy.
Conclusion: We find differences between the rationalities and habitus of staff at regional hospitals and municipal residencies that enable us to explain how management contributes to trajectories in psychiatric health care. Choices concerning trajectory transitions relate to a combination of habitual professional inclinations and the management of trajectories streamlined through illness classification based on a neoliberal governance model. Future management must be aware of the different rationalities linked to professional and institutional logics when planning; and this requires reflexivity and awareness of the management of intersectoral collaboration
Ligheder og forskelle i nyere teorier om praktikernes erkendelsesgrundlag
Get PDFArtiklen er opbygget omkring forskellige teoretiske positioner om den praktiske erkendelse. Det empiriske afsæt er den kliniske sygepleje og den modsvarende teoretiske uddannelse, sådan som denne konkret materialiserer sig i et moderne samfund, hvor refleksivitet er et manifest krav. Det erkendelsesteoretiske spørgsmål vedrører imidlertid alle praktikere: Hvad er det praktikeren bruger af sig selv, når han udøver sin praksis? Og hvor kommer det fra
“But Where are you Really From?”: Approaching Music Therapy Research and Practice as an Australian of Indian Origin
No full textI have always been passionate about my work and research in stroke rehabilitation but never truly understood where this stemmed from. Drawing upon accessible music making, my PhD research developed and trialed a novel approach for post-stroke rehabilitation: an intervention created to simultaneously address arm/hand function and well-being outcomes. The focus of the research was to empower stroke survivors with limited to no movement in their arm/hand, as this subset of survivors are generally overlooked by the medical system (due to a projected poor prognosis of recovery). In 2020, during my engagement with the PhD research, the Black Lives Matter movement was reignited in response to the death of George Floyd. As a Woman of Colour, this movement deeply impacted me and led to reflection about my personal experiences of adversity. Through deep reflection, I started to understand the impact of my adverse experiences on my passion for advocacy in stroke rehabilitation. This paper explores the impact of my complex identity on my current approach to music therapy research and advocacy in stroke rehabilitation. Positioning myself as an Australian of Indian origin, I share personal reflections about my journey to research with the intent of highlighting the importance of visibility and change in music therapy research and practice.
Correction notice: An error in the year for which the Portugese rule over Goa ended is incorrect in the Version of Record (VoR) on page 5 of the PDF. The correct year is 1961, and the correct sentence should be: “Along with this, Goa, the place of my family’s origin in India, was under the rule of the Portuguese for as long as 450 years, reclaiming independence quite recently in 1961 (Kamat, 2011)”.
Kamat, P. (2011). The Road To Liberation. Retrieved November 24, 2020 from https://timesofindia.indiatimes.com/city/goa/THE-ROAD-TO-LIBERATION/articleshow/11174565.cms
 
Positioning the Writing Centre: Liminality, Identity, and the Future Library
No full textImplicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing.
But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so.
This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs.
As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future.
On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library
Akademisk fagskriving på ingeniørstudiet
No full text
In the Norwegian engineering education, there has been an increasing focus on writing instruction in the last decade. Although writing in the disciplines seems to be the overall goal, the disciplines themselves are not prepared for nor equipped to provide the writing instruction the students need.
This article attempts to measure the effect of a writing course that was given in the first semester of the engineering study at the University of Agder in 2018. The writing course was a collaboration between the disciplines of engineering, the university library and a writing instructor with permanent affiliation to the Department of Engineering. The aim of the collaboration was to gather the expertise from the disciplines and the university library in the design of writing courses in engineering. The survey seeks to find answers to the students\u27 experience of the writing course, and the challenges they face in academic disciplinary writing. Answers from the students are compared with answers from conversations with study coordinators and subject teachers in the five engineering study programs at UiA.
The results show that the students find teaching and supervision useful, both to achieve the learning outcomes for the course, but also for use in other writing situations in their education. The problems students have with academic writing are both discipline-specific and general. They experience challenges in three areas in particular: genre orientation, text structure and information literacy.
The close collaboration between the writing instructor, the library and the engineers is bridge-building and contributes to a holistic writing instruction in the engineering education. The interdisciplinary collaboration also raises the competence of all staff involved