Teaching Creative Writing in Special Collections

Teaching with Artifacts and Special Collections.

Creative teachers and creative teaching

What are the key features of creative teachers’ pedagogical practice and just how do teachers teach creatively and teach for creativity, thus fostering children’s creative learning? This chapter seeks to respond to these questions putting forward a three-dimensional model in which creative practice is seen as a product of the dynamic interplay between the teacher’s personal qualities, the pedag...

Creative Teaching

Although the teacher-proof movement of the post-Sputnik 1960s has long been considered a failure, new versions of teacher proofing have gained adherents in the 1990s, as increasing numbers of schools continue to implement scripted curricula that turn teachers into script readers. These curricula often provide word-for-word scripts that teachers are strongly encouraged to follow, and include Sla...

Special Problems Of Special Collections

T LIBRARY of Duke Frederigo of Montefeltre, Count of Urbino, (14441482 A.D.) was described by his librarian and biographer Vespasiano1 as containing one perfect copy of every known work at that time, sacred or profane, in the original tongue or in translation. The duties of the librarian were clearly stated in a code issued under Guidobaldo I, son of Frederigo:2 He must be not only learned but ...

Collaborative Learning and Creative Writing

CSCL software tools must provide support for group work and should be based on a collaborative learning technique. The PBL based CCCuento tool is introduced here. It is intended to support apprentices groups in the collaborative creation of stories in order to improve language use and development of writing skills. The tool follows a model, which includes several positive interdependencies and ...