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"In Humanism Betrayed Graham Good offers a defence of liberal humanism against the illiberal trends, political and intellectual, that dominate today's university. He uses the McEwen Report episode at the University of British Columbia to illustrate the current political climate in universities, showing how due process was neglected in favour of ideological inquisition." "The intellectual trends Good discusses include what he calls the New Sectarianism, which rejects individuality in favour of collective identities based on race, gender, and sexual preference; Presentism, which rejects the notion of history as a continuous narrative in favour of seeing the past as interpretable in any way that suits the political interests of the present; and a "hermeneutic of suspicion," in which literary texts are seen as masks for discreditable political motives. Good demonstrates that these trends culminate in the prison-like "carceral" vision of Michel Foucault and his followers: the view that culture is ideology and that culture does not free humans but incarcerates them. Good contrasts this view with the liberal vision of culture and society represented by Northrop Frye, concluding with an analysis of the relationship between anti-humanist theory among academics and the managerial practices of university administrations, which, he argues, neglect or reject basic humanistic values such as free individuality, aesthetic greatness, and autonomous inquiry."--Jacket

Education, Higher --- Education, Humanistic. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Philosophy. --- Aims and objectives. --- Enseignement supérieur --- Éducation humaniste. --- Finalités. --- Philosophie.

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In a rapidly changing environment where increasingly the boundaries are blurring between librarians' roles and those of learning technologists, information technologists, educational developers, skill support specialists and, indeed, academic staff, the academic librarian needs not only to embrace new opportunities but also to influence proactively the development of learning environments. This essential book captures and critically discusses the librarian's changing learning support role in an educational context, providing guidance and practical support. Written by acknowledged experts across a broad range of roles in the new academic environment, it challenges thinking in this area as well as offering practice-based advice. This book is essential reading for practitioners at every level within the higher education and further education sectors, including information specialists, learning support professionals, academic liaison co-ordinators and subject specialists, academic service managers, and heads of library and information services. It will also be a valuable resource for all other professionals involved in the delivery of learning support, and for students of LIS and of education.

Computer assisted instruction --- Library automation --- Academic libraries --- Academic librarians --- Bibliothèques universitaires --- Bibliothécaires d'université --- Aims and objectives --- Job descriptions --- Finalités --- Descriptions d'emploi --- Academic libraries. --- Academic librarians. --- Libraries. --- Aims and objectives. --- 028.7 --- Information literacy --- 028.7 Information literacy --- Bibliothèques universitaires --- Bibliothécaires d'université --- Finalités --- College librarians --- University librarians --- Librarians --- Academic libraries - Aims and objectives.

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De manière récurrente, les politiques ont invoqué comme finalité de promouvoir une plus grande « démocratisation » de l’enseignement. Dans les faits, la démocratisation scolaire s’est révélées surtout une « massification ». Elle a été davantage « quantitative ». Les chances d’obtenir un diplôme restent toujours aussi mal réparties en fonction des origines sociales ou culturelles. La réussite scolaire est très inégale et les jeux de distinction face à l’offre éducative sont multiples. Dans cette situation, l’« égalité des chances » semble (de plus en plus ?) un idéal inaccessible, au point que nombre d’interrogations sont aujourd’hui ouvertes sur ce que recouvre ou doit recouvrir la notion de « justice scolaire ». Dans les pratiques, les voies à suivre semblent également de plus en plus difficiles à mettre en œuvre. Bref, l’école démocratique de masse reste encore à inventer. On s’interroge ici sur plusieurs facettes des processus qui se jouent au sein de l’école : Quelles nouvelles définitions de la justice scolaire défendre d’un point de vue éthique et politique ? La réalité du « marché scolaire » est-elle indépassable et hors de portée de l’action des pouvoirs publics ? Les pratiques des établissements peuvent-elles contribuer à l’égalisation des chances ou sont-elles seulement le reflet des inégalités sociales ? Les dispositifs pédagogiques peuvent-ils faire la différence dans la réussite des élèves ? Sont-ils neutres socialement ? Les élèves victimes de relégation peuvent-ils encore croire dans le discours et les pratiques scolaires ? Au-delà de l’école, les dispositifs d’insertion sont-ils en mesure d’éviter le caractère irréversible de l’exclusion ?

Education --- Social Sciences --- Education, Special Topics --- École --- enseignement --- politique scolaire --- psychopédagogie --- établissement scolaire --- égalité des chances --- justice soclaire --- Educational equalization --- Education and state --- Equality --- Démocratisation de l'enseignement --- Inégalités sociales --- Politique gouvernementale --- Démocratisation de l'enseignement. --- Éducation --- Enseignement supérieur --- Finalités.

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Broadly representative of important perspectives and aspects within the profession as well as featuring important voices beyond the professional realm, Library 2020 presents thought-provoking and illuminating visions from many points of view. It is both required reading for library leaders and trustees as well as an ideal supplemental text for LIS classes looking at the future of the profession.

Documentation and information --- Library science --- Libraries --- Libraries and the Internet. --- Libraries and society. --- Bibliothéconomie --- Bibliothèques --- Bibliothèques et Internet --- Bibliothèques et société --- Forecasting. --- Aims and objectives. --- Information technology. --- Prévision --- Finalités --- Technologie de l'information --- Bibliothéconomie --- Bibliothèques --- Bibliothèques et Internet --- Bibliothèques et société --- Prévision --- Finalités --- Libraries and society --- Libraries and the Internet --- Librarianship --- Library economy --- Bibliography --- Documentation --- Information science --- Public institutions --- Librarians --- Internet and libraries --- Internet --- Society and libraries --- Aims and objectives --- Forecasting --- Information technology

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Annotation

Documentation and information --- Academic libraries --- Bibliothèques universitaires --- Aims and objectives --- Finalités --- 027.021 --- 027.71 --- 024.001.85 --- -College libraries --- Libraries, University and college --- University libraries --- Libraries --- Libraries and colleges --- Public libraries --- Wetenschappelijke bibliotheken --- Universiteitsbibliotheken --- Gebruikersopleiding. Bibliotheekinstructie --- -Services to colleges and universities --- Social Sciences --- Library & Information Science --- -Wetenschappelijke bibliotheken --- -Academic libraries --- 024.001.85 Gebruikersopleiding. Bibliotheekinstructie --- 027.71 Universiteitsbibliotheken --- 027.021 Wetenschappelijke bibliotheken --- -024.001.85 Gebruikersopleiding. Bibliotheekinstructie --- College libraries --- Bibliothèques universitaires --- Finalités --- Services to colleges and universities --- Academic libraries - Aims and objectives - United States. --- Bibliotheques universitaires --- Gestion