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dc.contributor.authorRafste, Elisabeth T
dc.contributor.authorSætre, Tove Pemmer
dc.date.accessioned2018-02-01T15:26:47Z
dc.date.available2018-02-01T15:26:47Z
dc.date.issued2004-02
dc.identifier.citationhttp://www.Emeraldinsight.com/10.1108/00242530410522596en
dc.identifier.isbn0-86176-939-2
dc.identifier.issn0024-2535
dc.identifier.urihttp://hdl.handle.net/11250/2482266
dc.description.abstractThis paper has four main parts. In part 1 we look into the broad perspectives pedagogy can give to library and information science. In the following parts we limit the presentation to our main focus for this paper: pedagogy for school librarians. In part 2 we give a very short description of the role of the school library in the 13 school years of the Norwegian national curriculum. In part 3, we go deeper into crucial and basic fundamentalsin didactics: learning theories. Part 4 gives examples on how two University Colleges in Norway, Agder and Bergen have invested in their education of school liibrarians and librarians and how these investments are meant to bridge gaps between institutions, professionals , professionals and users.en
dc.language.isoengen
dc.publisherEmerald Group Publishing Ltd.en
dc.relation.ispartofseriesLibrary Review Vol.53 No 2en
dc.subject.othercurriculaen
dc.subject.otherschool librariesen
dc.subject.othereducationen
dc.subject.otherlibrariansen
dc.subject.otherNorwayen
dc.titleBridging gaps - pedagogical investmenten
dc.typeJournal articleen
dc.subject.nsiVDP::Samfunnsvitenskap: 200en
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Biblioteks- og informasjonsvitenskap: 320en


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