scholarly journals he challenging role of public libraries as providers of lifelong learning opportunities for personal and social skills development

2015 ◽  
Vol III (2) ◽  
pp. 1-16 ◽  
Author(s):  
AIKATERINI BALAPANIDOU
Keyword(s):  
Social Skills ◽  
Lifelong Learning ◽  
Public Libraries ◽  
Learning Opportunities ◽  
Skills Development

scholarly journals Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

2018 ◽  
Vol 6 (2) ◽  
pp. 96
Author(s):  
Maria Mpella ◽  
Christina Evaggelinou
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Pedagogical Strategies ◽  
Theatrical Play ◽  
Students With Autism ◽  
Spectrum Disorders

This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

The Development of Virtual Reality Technologies for People on the Autism Spectrum

2014 ◽  
pp. 230-252 ◽  
Author(s):  
Nigel Newbutt
Keyword(s):  
Virtual Reality ◽  
Social Skills ◽  
Social Interaction ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Skills Development ◽  
Future Work

The role of virtual reality technologies to help people with autism has been well documented and is an area of research that continues to develop. While the evidence base is somewhat limited, there are many studies that have started to explore the potential of virtual reality technologies for people with autism. Work conducted by Strickland et al. (1996), Murray (1997), Charitos et al. (2000), Parsons and Mitchell (2002), Parsons et al. (2006, 2007), Cobb (2007), Fabri and Moore (2005), and Fabri et al. (2004) have all added to this positive picture of virtual reality technologies to support people on the autism spectrum, specifically in terms of social interaction and social skills development. This chapter uncovers the evidence base and work of others in relation to virtual reality technologies used by people with autism. This chapter concludes with a view as to what future work might pursue in this field.

Parent Stress and Social Skills Development Among Delayed Children: The Mediating Role of Parenting

2013 ◽  
Author(s):  
Andrea C. Lewallen ◽  
Merideth A. Robinson ◽  
Kristin Crocfer ◽  
Robyn Finckbone ◽  
Cameron L. Neece
Keyword(s):  
Social Skills ◽  
Parent Stress ◽  
Skills Development ◽  
Mediating Role

Shanghai Library as a human capital developer for a knowledge-driven socio-economic environment

2020 ◽  
pp. 096100062094856
Author(s):  
Patrick Lo ◽  
Andrew J. Stark
Keyword(s):  
Human Capital ◽  
Lifelong Learning ◽  
Local Community ◽  
Public Libraries ◽  
White Collar ◽  
Local Communities ◽  
Skills Development ◽  
Usage Patterns ◽  
White Collar Workers ◽  
User Groups

As an integral part of society, public libraries have been functioning as community centres that help enhance personal and professional skills development as part of an individual’s lifelong learning process. To that end, public libraries are sometimes regarded as the ‘people’s university’. Using a Shanghainese context, this study seeks to understand the effects of Shanghai Library in creating human capital for the local community. Through a quantitative questionnaire survey, this study focused on examining the perceptions and usage patterns of three different financially independent user groups – white-collar workers, executives/professionals and educators/cultural administrators – and, in particular, how Shanghai Library contributed to the lifelong learning of these three user groups. A total of 429 responses were collected for the study. The findings reveal that a majority of the respondents from all three user groups used Shanghai Library mainly for learning and studying, as well as enhancing job-related skills. In fact, the majority of the respondents regarded Shanghai Library as an ‘indispensable place’ for lifelong learning. This study offers a glimpse of how public libraries in China might build human capital for their local communities.

The Development of Virtual Reality Technologies for People on the Autism Spectrum

2016 ◽  
pp. 518-540
Author(s):  
Nigel Newbutt
Keyword(s):  
Virtual Reality ◽  
Social Skills ◽  
Social Interaction ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Skills Development ◽  
Future Work

The role of virtual reality technologies to help people with autism has been well documented and is an area of research that continues to develop. While the evidence base is somewhat limited, there are many studies that have started to explore the potential of virtual reality technologies for people with autism. Work conducted by Strickland et al. (1996), Murray (1997), Charitos et al. (2000), Parsons and Mitchell (2002), Parsons et al. (2006, 2007), Cobb (2007), Fabri and Moore (2005), and Fabri et al. (2004) have all added to this positive picture of virtual reality technologies to support people on the autism spectrum, specifically in terms of social interaction and social skills development. This chapter uncovers the evidence base and work of others in relation to virtual reality technologies used by people with autism. This chapter concludes with a view as to what future work might pursue in this field.

scholarly journals Intercultural and lifelong learning based on educational drama

2013 ◽  
Vol VII (2) ◽  
pp. 28-48
Author(s):  
Alkistis Kondoyianni ◽  
Antonis Lenakakis ◽  
Nikos Tsiotsos
Keyword(s):  
Social Science ◽  
Lifelong Learning ◽  
Professional Competence ◽  
Public Libraries ◽  
The Elderly ◽  
Tourism Industry ◽  
Research Projects ◽  
Educational Drama ◽  
Prospective Participant

This paper is an attempt to propose multidimensional research projects and therefore it is addressed to researchers and theatre/drama-pedagogues. Our principal aim of this paper is to suggest ways to investigate the role of drama both as a methodology in itself in the fields of education and lifelong learning, and as a means suitable for implementation in many other arenas. Our focus on alternative dramatic forms such as puppetry, dramatised narration and creative writing in role, enhances the implication of a rather broad spectrum of prospective participant groups beyond students, such as immigrants, prison convicts and the elderly. We also aim at the facilitation of the involvement of all people who seek ways of improving their professional competence and who could benefit from the implementation of drama techniques in workplaces such as museums, public libraries, and in some sectors of the tourism industry. We firmly believe that the role of educational drama deserves to be consolidated in many areas of social science and social work.

scholarly journals The promise of refugee lifelong education: A critical review of the field

2021 ◽  
Author(s):  
Linda Morrice
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Critical Examination ◽  
Refugee Youth ◽  
Refugee Education ◽  
Global Context ◽  
Future Aspirations ◽  
Nation States ◽  
Core Part

AbstractThe increasing number of refugees, coupled with the protracted nature of refugee situations around the globe, underline the critical importance of refugee education. Since 2010, education has been one of the global strategic priorities of the United Nations Refugee Agency (UNHCR), but much of the focus and resourcing has been on primary education and, to a lesser extent, secondary education. Recognition of the role of lifelong learning for refugees has been much slower, only recently entering into prominence in global documents and policies. For refugees, the hope and desire for education that will enable them to achieve sustainable and dignified livelihoods has always been a core part of their realities. Lifelong learning has the potential to provide the bridge between disrupted schooling and future aspirations of self-reliance and participation in society. This article situates the emerging agenda for refugee lifelong learning in a postcolonial and global context. The author begins with a critical examination of the postcolonial “logics” which continue to construct and frame the study of refugees, before problematising how lifelong learning is incorporated and conceptualised in global policy. She draws the conclusion that despite global commitments, the realisation of lifelong learning for refugee youth and adults is likely remain frustrated for some time by normative assumptions firmly embedded in the conceptualisation of lifelong learning and the education frameworks of nation states. However, she argues that the recent global disruption to education and the inequalities that have been exposed by the COVID-19 pandemic provide an opportunity to rethink how education is conceptualised and the importance of providing lifelong learning opportunities to enable young people and adults to fulfil their aspirations.

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