Filmes Gratis De Incestos

discipline "Documentation"

documentation: a subject to be taught!

In the absence of documentation on this subject is transmitted through interdisciplinary work or during work sessions at CDI College and general high schools. However, the documentation can not be satisfied with these "snippets" of teaching, as this discipline is essential in professional life but also personal individual. Why literature being taught in agricultural schools (under the Ministry of Agriculture) and not (really) in general secondary schools (under the Ministry of Education)? In an attempt to answer this question it is necessary first of all take stock of the current situation of teaching literature. Then, it is useful to consider the interests of such instruction to generate a program skeleton. Finally emerge from the slopes to study the necessary heterogeneity of such teaching.

1) Documentation: an education that is progressing but is still marginal!
The documentation is a subject taught in agricultural establishments. Hours of courses are provided, a program is established, clear objectives are defined, in short, the documentation is exactly the same place any other way.
Yet in general secondary schools, the documentation is not transmitted through lectures. This discipline is indeed transmitted only through interdisciplinary research that take only a tiny fraction of the time use of students. While this teaching goes as in any research by a student or group of students when they go to the CDI, when they search followed by a teacher ... However this raises a fundamental question: teachers (except teachers, librarians) are they capable of providing a real education documentation when searching or rendering of student work for example? Thus, besides the Commission and place the professionalism of the teacher-librarian, and where else can provide a real teaching of literature (in school because that is all is the purpose of this post)? Why National Education does not consider she no such deficiency in the training of students? How the absence, rather too little teaching of literature is it harmful?

2) Documentation: the capacity to develop and build knowledge throughout life or how to leave with a serious handicap in her professional life?
Documentation is central to any profession: namely acquire, process and communicate relevant information in a timely manner while detecting misinformation. No profession ignores. Although some professions require less "documentation" than others, but all are concerned directly or indirectly by this discipline. Similarly in life it is essential to know how to manage information in all its forms: to organize a trip, go shopping (identify vendors and their reliability, identify its real needs, find the best price or better quality. ..), then you say is true
may be able to manage this with ease and efficiency, but this is surely the result of your experience: just starting out, his actions were they as effective and easy is that? Of course, I do not mean that the documentation will replace experience, but it will be simply an asset of knowledge and skills gained which will thus experience life much more virtuous and fast. Indeed, strong knowledge and skills acquired during their schooling whatsoever, young or adult has undeniable assets to identify, address and resolve any problems he will have to meet in his life "Everyday" and his professional life. Information is at the heart of our society (cf. the concept of "information society" already obsolete as I mention in a previous post). Learn to manage the earlier confers undeniable advantages for meet the requirements of this company. Undoubtedly going to be a citizen today a status of "citizen of the Information ; citizenship which must go through courses and activities not only frequent and timely as is the case now.
Also, documentation is essential in the school life of students. Indeed, it is frequently asked students to conduct research, make records, preparing studies, prepare a presentation ... Students will certainly arrive without having had a lecture of documentation, but if they had, it would expedite their research, would have made more effective and relevant. How can you be sure? Just study the quality of work such TPE, to work in groups in a specific subject without the intervention of the teacher-librarian.
But then teach, when to start ... ?
The teaching of literature must be taken at the earliest ... because the child himself is increasingly bathed early in information overload ... I also think that teaching materials should go through at least 3 key areas:

- Awareness:

• define and cross the concepts of "data", "information" of "Documentation", "communication" ...
  
• understand what the information society, misinformation, information overload, ... ; Identifying information pollution
• know the information producers (individuals, groups, companies, associations, lobbyists, media ...) and their specific
• learn to be a "citizen of the Information
• [ ...]
  

- Initial training:

• Learning to manage information and communicate
• master the various tools and research methods in all their heterogeneity and know how to manage their complementarities
• Learning to learn (ie collecting information from different sources, different cruise information, identify the validity and relevance of information, ...)
• Learning to tell the others ( adapt to the recipient, communication modes, communication channels, ...) [...]
• 
  

- Train to continuing education:

• Learning how to learn throughout life (only - concept of "learning" - or through workshops, for example)
• perpetual change awareness that affect the world of "infodocom" (information, documentation and communication)
• able to adapt to its environment informational

[...] It seems to me essential that these three stages are acquired in parallel at the earliest that is to say from the primary or later in the sixth. This is to counter the bad habits (which may become intellectually integrated uses), and to ensure that the student becomes a citizen of the information that is to say, enjoying a mind sensitive to the documentation and its dangers. Following on the number of hours, programs, ... this requires collegial reflection of the different parties (students, teachers, librarians, other teachers, politicians, pedagogues, sociologists, ...). So this is a real education to the documentation clearly and officially integrated programs that must be tender.

3) Documentation: instruction heterogeneous
The documentation is already built into the disciplinary and interdisciplinary research programs. It is essential that this type of education remains. This makes it possible for students to identify that the problem of information-documentation is integrated into all sectors (scientific, economic, social, literary, ...)
However, this can not suffice. The teaching of literature should definitely go through lectures and other work practices, in order that students acquèrent solid foundation and serious. Their current student, their future professional and personal future can not ignore such an instruction, both disability acquired this knowledge gap is important.

Documentation is already taught ... marginally but not officially (except in agricultural establishments). They are an example to follow : The effectiveness of students in their research and even in their various disciplinary learning is only simplify and / or speed. Thus, it should retain this teaching "marginal" in the documentation but it is essential that it be coupled with a proper education of the documentation, that is to say with a program, course hours and objectives clearly defined. The controversy is open, hopefully it will prove useful and productive ...