Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school.Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings.The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people.This book is essential reading for anyone concerned with how children and young people get along, get by and get on.

This book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2014, held in Dubrovnik, Croatia, in October 2014. The 93 revised full papers presented together with two keynotes and one invited paper were carefully reviewed and selected from 283 submissions. The papers are organized in topical sections on theoretical framework; related concepts; research; rights and ethics; children; higher education; education and instruction; assessment and evaluation; libraries; different aspects.

This book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2013, held in Istanbul Turkey, in October 2013. The 73 revised full papers presented together with two keynotes, 9 invited papers and four doctoral papers were carefully reviewed and selected from 236 submissions. The papers are organized in topical sections on overview and research; policies and strategies; theoretical framework; related concepts; citizenship and digital divide; disadvantaged groups; information literacy for the workplace and daily life; information literacy in Europe; different approaches to information literacy; teaching and learning information literacy; information literacy instruction; assessment of information literacy; information literacy and K-12; information literacy and higher education; information literacy skills of LIS students; librarians, libraries and ethics.

Effective knowing and learning for vocational purposes must take account of the wide range of variables that impact on knowledge formation and that promote learning. In light of those many variables, the formal sector of technical and vocational education and training (TVET) must constantly ask itself what it could and should do to better provide vocational learning for those people likely to pursue learning via the informal sector. This book addresses that question. Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning; the power and roles of social networks and identity in vocational learning; knowing and knowledge management processes; and the implications for pedagogic practices in both informal and formal TVET systems. The book provides an overview of a series of international examples of innovative approaches to vocational educational theory and practice, and it draws on empirical research to analyze the effects of those approaches. It includes unique insights into aspects of TVET for Indigenous peoples. With a discussion of policy implications for Europe, North America and Australia, this book is an instrumental tool to understand the underlying factors that generate effective educational and workforce outcomes through effective formal and informal learning.

Effective knowing and learning for vocational purposes must take account of the wide range of variables that impact on knowledge formation and that promote learning. In light of those many variables, the formal sector of technical and vocational education and training (TVET) must constantly ask itself what it could and should do to better provide vocational learning for those people likely to pursue learning via the informal sector. This book addresses that question. Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocational learning processes and practices: the situations of vocational learning; the power and roles of social networks and identity in vocational learning; knowing and knowledge management processes; and the implications for pedagogic practices in both informal and formal TVET systems. The book provides an overview of a series of international examples of innovative approaches to vocational educational theory and practice, and it draws on empirical research to analyze the effects of those approaches. It includes unique insights into aspects of TVET for Indigenous peoples. With a discussion of policy implications for Europe, North America and Australia, this book is an instrumental tool to understand the underlying factors that generate effective educational and workforce outcomes through effective formal and informal learning.