Professional Communication Amongst Library and Information Professionals in Thailand

Sacchanand, Chutima

doi:10.1300/j121v13n01_09

Cited by 2 publications

(2 citation statements)

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“…Time restrictions were another important hurdle that the participants recognized as standing in the way of successful teacher cooperation. This conclusion is consistent with previous research in which Sacchanand (2012) emphasized time as a major obstacle for instructors to participate in collaborative activities. Little argues that time is a barrier that prevents teachers from engaging in collaborative activities.…”

Section: Discussionsupporting

confidence: 93%

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

Khasawneh,

Alsarayreh,

Ajlouni

et al. 2023

JEELR

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The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.

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Section: Discussionsupporting

confidence: 93%

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

Khasawneh,

Alsarayreh,

Ajlouni

et al. 2023

JEELR

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“…To realise such a transformation, the concerted efforts and mutual partnership of policy makers, government, higher education institutions, faculty staff, students, LIS professional associations and industry are required. Similar collaborative strategies have been applied at the Sukhothai Thammathirat Open University (STOU) in Thailand which has managed to produce the required skills in LIS students, thus bridging the employability skills gap (Sacchanand, 2012). Aligned with this, teaching and learning philosophies, course contents, instruction, assessment methods, teaching and learning technologies and resources need to be thoroughly reviewed.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

Redefining Library and Information Science education and training in Zimbabwe to close the workforce skills gaps

Katuli-Munyoro

Mutula

2017

Journal of Librarianship and Information Science

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The purpose of this study is to assess Library and Information Science (LIS) curricula in Zimbabwean universities and polytechnic colleges in the context of perceived skills gaps and from employers’ perspectives on what is required from graduate professionals in entry-level jobs. The study is qualitative in nature and is supported by a post-positivist framework. A case study research design and methods are used. All (three) curricular documents from two universities and polytechnic colleges (use a common curriculum) offering LIS education in Zimbabwe are reviewed using document review methods. Twenty-seven course outlines are analysed. Seventeen LIS employers and five deans/heads of departments have been purposively selected and interviewed using in-depth face-to-face interviews. Data are analysed using NVivo. The study identifies gaps in knowledge as well as in functional and generic employability training in LIS curricula. These are attributed to the transitory environment in which LIS departments operate, dated educational models, shortage of well-developed multi-stakeholder mutual partnerships and alliances, a lack of shared understanding and responsibility, an expanding labour environment and the absence of continuous professional development programmes. The study results suggest that Zimbabwean LIS education programmes are in urgent need of radical transformation and need to adopt innovative education models to meet the dictates of the techno-economic paradigm that serves society today.

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Professional Communication Amongst Library and Information Professionals in Thailand

Cited by 2 publications

References 0 publications

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

Redefining Library and Information Science education and training in Zimbabwe to close the workforce skills gaps

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