Strategic library and information services models for the visually impaired persons: The South African Library for the Blind perspective

The South African Library for the Blind (SALB) contributes to the quality of life of print-impaired people encouraging independence through access to information, informed decision making, and taking pleasure in the enjoyment of recreational reading. In realizing the vision, SALB implemented two strategic models; agent mini-libraries and comprehensive mini-libraries. Management and administration of the services rendered is covered in detail. The project was pioneered in one of the provinces and has been rolled out to other provinces. The paper highlights how visually impaired people experience in a tangible manner, assistive technologies, training and interaction with community members and use libraries.     

Providing access to students with print disabilities: The case of the North-West University in South Africa

Academic libraries should be accessible to all students and relevant stakeholders. Students with print disabilities are found in many universities worldwide. This article examines the services and tools that are available at the North-West University (NWU) in South Africa. Literature was used to identify how services, signage, and tools that should be included in an academic library to ensure access for all. The study found that the NWU had limitations in terms of material and assistive technologies. A legislative framework promoting information access for the disabled people was explored. Recommendations are for partnerships to improve material and access to resources.     

Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities

European Journal of Psychology of Education - Young children’s early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young...     

Preschoolers’ Motivation to Over-Imitate Humans and Robots

From preschool age, humans tend to imitate causally irrelevant actions—they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior.     

Improving Mathematics Instruction and Learning in the Junior High School: An Israeli Example

Abstract

A 4‐year project is described which was designed to improve mathematics instruction and achievements in two Israeli junior high schools. Project activities focused on the individual teachers, the mathematics staff, and the organization of instruction at the school level, under the assumption that more efficient teaching would lead to greater pupil learning.

Evaluation data gathered from classroom observation, questionnaires and tests indicated a general positive impact: many teachers improved their teaching strategies, more curricular material was being covered in class, a school‐wide program for mathematics instruction was established, teamwork among teachers was formalized, and pupil achievements improved.