scholarly journals Alexandra Eveleigh y Edward Benoit. 'Participatory archives: theory and practice'. Londres: Facet Publishing, 2019. 263 págs. ISBN 9781783303564

2020 ◽  
Vol 30 (1) ◽  
pp. 319-322
Author(s):  
Siham Alaqui
Keyword(s):  
Theory And Practice ◽  
Participatory Archives

scholarly journals Participatory Archives: Theory and Practice. Edward Benoit, III and Alexandra Eveleigh, eds.

2020 ◽  
Vol 21 (1) ◽  
pp. 44
Author(s):  
Lauren Goss
Keyword(s):  
Information Science ◽  
User Participation ◽  
Theory And Practice ◽  
Digital Tools ◽  
User Engagement ◽  
State University ◽  
Louisiana State University ◽  
Participatory Archives ◽  
The Impact ◽  
Information Manager

The archival community continues to expand its reliance on digital tools to yield dynamic user engagement and increased access to collections. Editors Edward Benoit, III and Alexandra Eveleigh posit that the advancement of web technology during the last two decades increased the scope and impact of participatory archives. Benoit, currently a professor at the School of Library & Information Science at Louisiana State University, is the founder of the Virtual Footlocker Project, focusing on digital tools for soldiers to document their military experience. Eveleigh, Collections Information Manager at the Wellcome Collection, focuses her research on digital humanities and the impact of user participation.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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