This book champions the arts as essential to the K-12 educative process. Exploring apparently oppositional approaches to the arts and their role in education, it provides both an overview of arts learning in and out of school as well as a set of artful lenses through which to regard non-arts teaching and learning. With strong implications for practice, the work celebrates inquiry and multiple perspectives as it explores a range of reflections on art, artistry, artists, art education, and the methods and results of arts-related educational research. Featuring discussions and illustrations of selected works of art by children and professional artists, the text: offers practical ideas for thinking of the arts as a model for improving teaching and learning in schools; reaches beyond arts educators and advocates to include those who have no experience in the arts; includes a broad vista of settings for arts teaching and learning, including non-arts classrooms, schools that focus on the arts, community art centers, and art museums; and examines lessons from urban community art centers with a history of working successfully with, and providing safe havens for, disenfranchised students.

Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics. Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.

Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment--Publisher.

Starts out with detailed coverage of standard building materials and up-to-date how-to information about modern power tools and safety requirements...explores all the standard framing methods...demystifies some of the more obscure tasks, such as building gable dormers...and structural foundations. "Popular Mechanics." "

Clear, easy principles to spot what's nonsense and what's reliable Each year, teachers, administrators, and parents face a barrage of new education software, games, workbooks, and professional development programs purporting to be "based on the latest research." While some of these products are rooted in solid science, the research behind many others is grossly exaggerated. This new book, written by a top thought leader, helps everyday teachers, administrators, and family members—who don't have years of statistics courses under their belts—separate the wheat from the chaff and determine which new educational approaches are scientifically supported and worth adopting. Author's first book, Why Don't Students Like School?, catapulted him to superstar status in the field of education Willingham's work has been hailed as "brilliant analysis" by The Wall Street Journal and "a triumph" by The Washington Post Author blogs for The Washington Post and Brittanica.com, and writes a column for American Educator In this insightful book, thought leader and bestselling author Dan Willingham offers an easy, reliable way to discern which programs are scientifically supported and which are the equivalent of "educational snake oil."

Lifelong learning is a key component of innovation and interest in sustainable development by the UN, national governments and NGOs. The authors of this text explore the role of lifelong learning in sustainable development.

Higher education has changed significantly over time. In particular, traditional face-to-face degrees are being revamped in a bid to ensure they stay relevant in the 21st century and are now offered online. The transition for many universities to online learning has been painful—only exacerbated by the COVID-19 pandemic, forcing many in-person students to join their virtual peers and professors to learn new technologies and techniques to educate. Moreover, work has also changed with little doubt as to the impact of digital communication, remote work, and societal change on the nature of work itself. There are arguments to be made for organizations to become more agile, flexible, entrepreneurial, and creative. As such, work and education are both traversing a path of immense changes, adapting to global trends and consumer preferences. The Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design is a comprehensive reference book that analyzes the realities of higher education today, strategies that ensure the success of academic institutions, and factors that lead to student success. In particular, the book addresses essentials of online learning, strategies to ensure the success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be re-designed to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that ensure that remote employees feel valued, included, and are being provided relevant support to thrive in their roles. Covering topics such as course development, motivating online learners, and virtual environments, this text is essential for academicians, faculty, researchers, and students globally.