www.bcl.edu.ar

Cooperative Learning Method in the Practice of English Reading and Speaking

Subido por Biblioteca Centro Lincoln — 2011-04-28T17:37:44Z

As is known to all, fostering the students' ability to use the language in real situations mainly depends on the teaching and learning method. In traditional language classrooms, students are taught chiefly about language and its rules. They learn facts about language rather than how to use it communicatively to express ideas and read real language. In order to reform traditional teaching approaches, the author tries to combine cooperative learning with the teaching of English reading and speaking for the purpose of confirming that cooperative learning is more effective in teaching English in Colleges.

cooperative learning; language teaching; reading; speaking

English teachers' attitudes toward computer-assisted language learning

Subido por Biblioteca Centro Lincoln — 2011-04-28T16:20:53Z

The purpose of this study is to explore the reasons and factors behind teachers' use of computer technology in the classroom. This study also explored teachers' attitudes toward computer and information technology and how they apply their practical computer-assisted language learning experience and knowledge to their language teaching. We tried to find out if they are looking for ways to continue their professional CALL development. Participants in this study were 83 high school English as Foreign Language teachers who had knowledge and experience of using computer for the purpose of learning and teaching English. Surveys and interviews explored how participants learn about CALL activities; how what they learned in their MA course about CALL interacts with their current teaching contexts; the factors that influence whether or not they use technology in their classrooms; and how they continue to acquire and master new ideas in CALL. The findings support previous research on technology teacher education (Joy Egbert & Trena M. Paulus, 2002) as it suggests that teachers who use CALL activities are often those teachers who had experience with CALL prior to teaching; that lack of time, support, and resources prohibits the use of CALL activities in some classrooms; and that colleagues are the most common resource of new CALL activity ideas outside of formal coursework. The findings also suggested that almost all the teachers had positive attitudes toward computer use in the class. The results also point to the importance of Teachers' vision of technology itself, their experience with it, their level of computer skill and competence, and the cultural environment that surrounds its introduction into schools and English institutes in shaping their attitudes toward computer technology. Implications for teacher education are that teachers learn better in situated contexts, and technology courses should be designed accordingly.

CALL ; Computer-assisted language learning ; Teacher attitudes ; Technology

The Application of Critical Thinking in Teaching English Reading

Subido por Biblioteca Centro Lincoln — 2011-04-28T16:15:57Z

Examining different critical thinking definitions, one thing is agreed upon by most researchers: that is critical thinking includes not only critical thinking skills (containing both a process of thinking and thinking ability), involving analysis, interpretation, inference, explanation, evaluation and self-regulation but also critical thinking dispositions including clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, fairness. So a new way to teach English reading focusing on developing students' critical thinking should be proposed. Students should be trained to be critical readers who can “question, organize, interpret, synthesize, and digest what they read”

critical thinking; English teaching; English reading

FALSE FRIENDS AND TRUE: AN ANNOTATED CROSS-CULTURAL GLOSSARY OF TERM

Subido por Biblioteca Centro Lincoln — 2011-03-09T19:00:37Z

The currency of writing research includes terms with which we believe we are all familiar. But frustration can quickly dominate cross-cultural exchange when the meanings of these apparently obvious terms seem to be just beyond our collective reach. The contribution uses translation theory, linguistic analysis, and educational theory to present key terms apparently shared by academic writing researchers and teachers in France and the United States, but in fact serving as obstacles to (...) - English Teachers / Literacy, discourse community, argument, genre, social construction

True Friends and False Friends.

Subido por Biblioteca Centro Lincoln — 2010-11-10T18:13:11Z

A discussion of cognates in second language teaching, particularly in English as a Second Language (ESL), looks at reasons and methods for teaching both true and false cognates ("friends"). A definition of cognates is offered, and a distinction is made between a cognate and a borrowed word, with examples from several languages. Textbooks' treatment of cognates is examined, and some problems arising from overemphasis on use of true cognates are noted, including potential for stilted language (...) - English Teachers / English (Second Language), Second Language Instruction, definitions, Error Patterns, Language Usage, Vocabulary Development, false cognates

Servicio de referencia virtual: teoría y práctica en torno a las políticas para su gestión y desarrollo

Subido por Biblioteca Centro Lincoln — 2010-10-04T20:38:08Z

Every library service to be implemented requires a definition of its policies for its successful development. In that sense, the virtual reference service is not an exception and the same happens with the rest of services provided by any information institution at this stage of policy desing. Unfortunately this kind of service does not have an international standard to support it. This paper aims to analyse the policy proposals established by organizations and projects, proposals that have been a guideline by establishing comparisons in aspects of foremost relevance like: service organization, staff, privacy and respect to the copyright.

Todo servicio bibliotecario que se implementa requiere de la definición de políticas que permitan su desarrollo exitoso. En este sentido el servicio de referencia virtual no esta exento de ello. Al igual que para el resto de los servicios que las instituciones de información ofrecen, esta etapa se considera esencial a la hora de organizar el mismo, con la diferencia de que esta modalidad de servicio aún en desarrollo incipiente, no tiene una norma internacional que la respalde. Este trabajo pretende hacer un análisis de las propuestas de políticas realizadas por organizaciones y proyectos que han marcado pautas en el desarrollo del mismo, estableciendo una comparación en varios aspectos esenciales: organización del servicio, personal que lo atiende, privacidad y respeto al derecho de autor

virtual reference service ; policies ; information service ; information service design

Implementación de un servicio de referencia virtual por chat en una biblioteca universitaria argentina

Subido por Biblioteca Centro Lincoln — 2010-10-04T20:33:18Z

The following article will comment the experience of the library Joaquín V. González of the Facultad de Ciencias Jurídicas y Sociales of the Universidad Nacional de La Plata (Argentina) in the implementation of a virtual reference service by chat, to answer requests in real time, directed to the university community

En el presente trabajo se comentará la experiencia de la biblioteca Joaquín V. González de la facultad de Ciencias Jurídicas y Sociales de la Universidad Nacional de La Plata (Argentina) en la implementación y puesta en marcha de un servicio de referencia virtual vía chat, para responder consultas en tiempo real, destinado a la comunidad universitaria

reference service ; virtual reference ; chat ; universitary library ; Argentina ; servicio de referencia ; referencia virtual ; chat

Learning from Chatting: How Our Virtual Reference Questions Are Giving Us Answers

Subido por Biblioteca Centro Lincoln — 2010-10-04T20:24:45Z

Objective ‐ This research compares two types of online reference services and attempts to determine whether the same sorts of questions are being asked; which questions are being asked most often; and whether patron and staff behaviour is consistent or different in the two types of online reference sessions. Patron satisfaction with the two types of online reference services is also examined. Methods ‐ The researchers reviewed over 1400 online reference transcripts, including 744 from Docutek virtual reference (VR) transactions and 683 from MSN chat reference (IM) transactions. The questions were classified according to categories of reference questions based on recurring questions discovered during the review. Each transaction was also categorized as ʺinformalʺ or ʺformalʺ based on patron language and behaviour, and general observations were made about the interactions between patrons and librarians. In addition, results from 223 user surveys were examined to determine patron satisfaction with online reference services and to determine which type of service patrons preferred. Results ‐ The analysis suggests that patrons are using VR and IM services differently. In general, VR questions tend to be more research intensive and formal, while IM questions are less focused on academic research and informal. Library staff and patrons appear to alter their behaviour depending upon which online environment they are in. User surveys demonstrated that patrons are generally satisfied with either type of online reference assistance. Conclusion ‐ Both types of online reference service are meeting the needs of patrons. They are being used for different purposes and in different ways, so it may be worthwhile for libraries to consider offering both VR and IM reference. The relationship building that appears to take place more naturally in IM interactions demonstrates the benefits of librarians being more approachable with patrons in order to provide a more meaningful service.

reference service - virtual reference

Internet, bibliotecas e o bibliotecário catarinense: categorias, endereços – URL, e, serviços Internet, libraries and the Santa Catarina librarians: categories, addresses, URLs & services

Subido por Biblioteca Centro Lincoln — 2010-10-04T20:19:15Z

Levantamento sobre bibliotecas catarinenses através das suas respectivas páginas de hipermídia na internet. Análise das bibliotecas catarinenses, seus endereços – URL e tipos de serviços disponibilizados na internet. Apresenta sete categorias de bibliotecas catarinenses que oferecem alguns tipos de serviços internet para seus usuários: bibliotecas acadêmicas, escolares, públicas; especializadas: nas áreas jurídica, empresarial, ciências da saúde, e, virtual.

Abstract: Survey of the Santa Catarina's (Brazil) libraries through its hipermídia pages found in the internet. It was analised their libraries URLs addresses and services available through the internet. The results of the search and analises point out 7 (seven) differents categories of libraries that after some Internet services for its users: academic, schools, publics, law, business, medical/health, and virtual libraries.

Libraries; Internet

Evaluación y calidad en las bibliotecas universitarias: experiencias españolas entre 1994-2006

Subido por Biblioteca Centro Lincoln — 2010-10-04T20:12:55Z

This article describes the various signposts which have marked the culture and implantation of Total Quality Management in Spanish university libraries over the last decade, via the implementation of a number of quality plans, namely: the Experimental Plan for Quality Evaluation of the University System; the European Pilot Projects; the National University Quality Evaluation Plans; the Quality Evaluation for the Catalan University Libraries; and the Andalusian University Quality Plan. Starting out from the EFQM model of excellence and the ISO 9000 standards, the text discusses Quality Certification Systems, Strategic Planning, and other management and improvement instruments. For the future, the emphasis will be on quality assurance systems grounded in the new, student-learning-centred educational paradigm, as well as in the principle of the accessible library, based on the continual improvement of service quality as both received and perceived by the users.

Se describen los distintos hitos que han marcado la cultura y la implantación de la gestión de calidad total en el ámbito de las bibliotecas universitarias españolas durante la última década a través de la puesta en marcha de distintos planes de calidad: Plan Experimental para la Evaluación de la Calidad del Sistema Universitario; Proyectos Pilotos Europeos; Planes Nacionales de Evaluación de la Calidad de las Universidades; Evaluación de la Calidad de las Bibliotecas Universitarias Catalanas y Plan Andaluz de Calidad de las Universidades. Basados en el modelo de excelencia EFQM y en las normas ISO 9000, se abordan los sistemas de Certificación de Calidad así como la Planificación Estratégica y otros instrumentos de gestión y mejora. Para el futuro se apuesta por sistemas de aseguramiento de la calidad que tengan como referencia tanto el nuevo paradigma pedagógico, centrado en los procesos de aprendizaje del estudiante, como el principio de disponibilidad de la biblioteca, basado en la mejora continua de la calidad de servicio que los usuarios reciben y perciben.

university libraries ; assessment ; total quality management ; EFQM Model/ ISO 9000 Standards/ Certification/Spain ; bibliotecas universitarias ; evaluación ; gestión de calidad total ; modelo EFQM ; normas ISO 9000 ; certificación ; España