Curriculum Delivery Is Changing--Responding to the Change.

Autor/in	Burnheim, Robert
Institution	Technical and Further Education-TEQ, Queensland (Australia). Library Network Branch.
Titel	Curriculum Delivery Is Changing--Responding to the Change.
Quelle	(1991), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Change Strategies; Competency Based Education; Course Integrated Library Instruction; Curriculum Development; Foreign Countries; Information Literacy; Library Role; Library Services; Postsecondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Lösungsstrategie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Informationskompetenz; Bibliotheksarbeit; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	The adoption of the competency-based training (CBT) style of curriculum delivery in the TAFE (Technical and Further Education) program in Queensland, Australia is presenting libraries with the challenge of providing reader education services appropriate to this mode of education. Information competencies should be included in the recast curriculum. These competencies can be developed in everyday learning activities. Library staff should be active participants in the process, available to advise and assist teachers in ensuring that students achieve these competencies. To be active and effective participants in this process, librarians need to develop their knowledge and understanding of the elements of the learning process, such as individual learning styles and thinking skills. Library staff should also pursue membership in curriculum development groups and bring with them an awareness of the range of curriculum design and evaluation models and a sense of where and how library staff can contribute to the process. By having this knowledge and understanding, open communication between teaching staff and library staff will be facilitated, along with the increasing quality, relevance, and value of library services. A curriculum development model showing library input is appended. (Contains 16 references.) (KRN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC