Auswahl der wissenschaftlichen Literatur zum Thema „Connecticut School Library Association“
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Zeitschriftenartikel zum Thema "Connecticut School Library Association"
Nelson, Donald V. „Media Services in a Connecticut Vocational-Technical School“. Science & Technology Libraries 8, Nr. 3 (29.11.1988): 21–25. http://dx.doi.org/10.1300/j122v08n03_04.
Der volle Inhalt der QuelleKauffman, S. Blair. „Opening Remarks“. International Journal of Legal Information 31, Nr. 2 (2003): 163–67. http://dx.doi.org/10.1017/s0731126500010532.
Der volle Inhalt der QuelleWard, Caroline. „Focus on Policy: Libraries as 21st-Century Learning Places“. Language Arts 84, Nr. 3 (01.01.2007): 269–72. http://dx.doi.org/10.58680/la20075635.
Der volle Inhalt der QuelleRace, Tammera. „2011 Kentucky Library Association/Kentucky School Media Association joint conference: Information…The Library Superpower!“ Serials Review 38, Nr. 1 (März 2012): 57–59. http://dx.doi.org/10.1080/00987913.2012.10765422.
Der volle Inhalt der QuelleHarrison, K. C. „Library Association Guidelines for Secondary School Libraries19996Anthony Tilke (Ed.). Library Association Guidelines for Secondary School Libraries. London: Library Association Publishing 1998. x + 84 pp., ISBN: 1 85604 278 2 £15.95 (£12.76 LA members)“. Library Review 48, Nr. 2 (März 1999): 95–111. http://dx.doi.org/10.1108/lr.1999.48.2.95.6.
Der volle Inhalt der Quelle김성준. „A Study on the Strategic Plan of Korea School Library Association“. Journal of Korean Library and Information Science Society 43, Nr. 2 (Juni 2012): 203–25. http://dx.doi.org/10.16981/kliss.43.2.201206.203.
Der volle Inhalt der QuelleLaplante, Isabelle, und Paulette Bernhard. „Australian School Library Association. Teaching Information skills. Perth : ASLA, 1997. (cédérom)“. Documentation et bibliothèques 46, Nr. 1 (2000): 52. http://dx.doi.org/10.7202/1032689ar.
Der volle Inhalt der QuelleNeyer, Linda. „Two Pennsylvania Librarians Selected for American Library Association Leadership Institute“. Pennsylvania Libraries: Research & Practice 1, Nr. 2 (28.09.2013): 183–84. http://dx.doi.org/10.5195/palrap.2013.31.
Der volle Inhalt der QuelleTaylor, Mark. „Using The Lexia Reading Program To Increase NWEA MAP Reading Scores In Grades 1 to 3“. Interdisciplinary Journal of Advances in Research in Education 1, Nr. 2 (01.05.2019): 1–8. http://dx.doi.org/10.55138/z104284tam.
Der volle Inhalt der QuelleMcClary, Tiffany, und Sharon Rawlins. „Libraries = Success: NJ Libraries and Schools Conquer Library Card Sign-Up Month“. Children and Libraries 18, Nr. 2 (19.06.2020): 19. http://dx.doi.org/10.5860/cal.18.2.19.
Der volle Inhalt der QuelleDissertationen zum Thema "Connecticut School Library Association"
Haigh, Colleen, und n/a. „A history of the School Library Association in Canberra and District : the first decade 1971-1981“. University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.
Der volle Inhalt der QuelleChu, Ming-Yuan, und 朱明媛. „The Association of Vocational Senior High School Library Location in Campus and Surrounding Facilities with Library Use“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5ety45.
Der volle Inhalt der Quelle國立臺灣師範大學
圖書資訊學研究所
106
The purpose of this study was to explore the association between the locations of Taiwanese vocational senior high school libraries in campuses and library usage. The analysis included the following research variables: campus facilities surrounding every library and their distribution, school population, school enrollment, number of patrons served per library faculty, number of library holdings per capita, growth rate of library holdings, and average borrowing rate. The valid objects of this study were 129 Taiwanese vocational senior high schools. The research variables were library statistics and the facilities surrounding every library. Library statistics were extracted from the Database of High School Libraries collected by Ministry of Education, and the reference period ran throughout the 2016/17 academic year. As for the facilities surrounding the libraries, they were determined and then categorized though the interpretation of campus facility maps. The maps were open information taken from the official website of each school. The method of analysis in this study was association rules mining of educational data mining with hybrid-dimensional, quantitative and constraint-based features. HotSpot algorithm in the open source data mining tool Weka was the analysis tool for this study. The surrounding facilities were set on the left-hand side, while other research variables were each clustered into high or low group before setting on the right-hand side. The research results were concluded by the indicators with strong associations. The research results were concluded as fellows. First, the three most common campus facilities surrounding school libraries were "passageway", "subject-based classroom", and "regular classroom", while the two least common facilities were "campus living area" and "other facilities". Second, there were strong associations between the libraries located near "campus living area" or "campus landscape" and the low-scored group of school population, while the libraries near “other facilities” and the high-scored group of school population were strongly associated. Third, there were strong associations between libraries located near "campus landscape", "campus living area", or "passageway" and the high-scored group of enrollment, while the libraries near other facilities, “regular classroom”, or “teaching faculty office” and the low-scored group of enrollment were strongly associated. Fourth, there were strong associations between the libraries located near "campus landscape" or "subject-based classroom" and fewer patrons served per library faculty, while the libraries near "regular classroom" and more patrons served per library faculty was strongly associated. Fifth, there were strong associations between the libraries located near "physical activities facility", "campus landscape", or “other facilities” and a higher number of library holdings per capita, while the libraries near “campus boundary”, “campus living area” or “regular classroom” and a lower number of library holdings per capita were strongly associated. Sixth, there were strong associations between the libraries located near "campus entrance gate", "passageway", "administrative service area", or "teaching faculty office" and a higher growth rate of library holdings, while the libraries near “regular classroom”, “campus living area” or “other facilities” and a lower growth rate were strongly associated. Seventh, there were strong associations between the libraries located near "teaching faculty office", "physical activities facility", "campus landscape", or "subject-based classroom" and a higher average borrowing rate, while the libraries near “campus living area”, “other facilities”, or “administrative service area” and a lower average borrowing rate were strongly associated. Eighth, in addition to school population, there was a strong association between growth rate of library holdings and average borrowing rate, which was worthy of further research. To sum up, there could be positive associations between vocational high school libraries located near "physical activities facility", "campus landscape" or "subject-based classroom" and library resource or library usage while there could be negative associations when libraries were located near "campus living area" or "other facility". The researcher's recommendations based upon this study include the following: First, the association rules concluded in this study could be considered when planning for new vocational senior high school library building or rearranging school facilities. Second, library holdings in vocational senior high school should be enhanced to improve library usage. Third, library statistics can be used to discover the inadequacies of a library. Fourth, the Database of High School Library should include school codes and more types of library statistics and to improve data accuracy.
Dore, Janice C. „Implementation of Information power the experiences of state library media consultants in New England /“. 1995. http://catalog.hathitrust.org/api/volumes/oclc/35179646.html.
Der volle Inhalt der QuelleTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).
Person, Diane Goetz. „A comparative study of role perceptions of school library media specialists and Information power guidelines“. 1993. http://catalog.hathitrust.org/api/volumes/oclc/31704914.html.
Der volle Inhalt der QuelleBücher zum Thema "Connecticut School Library Association"
Anthony, Tilke, Hrsg. Library Association guidelines for secondary school libraries. London: Library Association, 1998.
Den vollen Inhalt der Quelle findenColebourn, Ronald. The School Library Association, 1936-1986: A personal survey of fifty years. Chandlers Ford: Author, 1986.
Den vollen Inhalt der Quelle findenColebourn, Ronald. The School Library Association, 1936-1986: A personal survey of fifty years. [Chandlers Ford, Hants.]: [the author], 1987.
Den vollen Inhalt der Quelle findenOberg, Dianne. Connections: School library associations and contact people worldwide. [Kalamazoo, Mich.]: International Association of School Librarianship, 1994.
Den vollen Inhalt der Quelle findenStone, Dennis J. Law library design & planning. Hartford, Conn: University of Connecticut School of Law Library, 1994.
Den vollen Inhalt der Quelle findenHeeks, Peggy. Information providers in the school library field: A survey and directory : a study initiated by the Library Association and School Library Association jointly, and funded by the British National Bibliography Research Fund. London: British National Bibliography Research Fund, 1988.
Den vollen Inhalt der Quelle findenFionnuala, Hanrahan, Association of Secondary Teachers, Ireland. und Library Association of Ireland, Hrsg. Library development in second level schools: Proceedingsof a seminar organised by the Library Association of Ireland and the Association of Secondary Teachers, Ireland on 12th October, 1993. Dublin: Library Association of Ireland, 1994.
Den vollen Inhalt der Quelle findenJay, M. Ellen. A discussion guide for Information power, guidelines for school library media programs. Chicago: American Association of School Librarians, American Library Association, 1988.
Den vollen Inhalt der Quelle findenAssociation, American Library, und American Association of School Librarians., Hrsg. Information literacy: Learning how to learn : a collection of articles from School library media quarterly, journal of the American Association of School Librarians. Chicago: American Library Association, 1991.
Den vollen Inhalt der Quelle findenSuzie, James, Hrsg. Visual power: Transparency masters to accompany national school library media guidelines. Englewood, Colo: Libraries Unlimited, 1988.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Connecticut School Library Association"
Naidoo, Jamie Campbell. „Foster-EBSCO Endowed Professor, School of Library and Information Studies, University of Alabama, & Former Association for Library Service to Children“. In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 257–70. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-25.
Der volle Inhalt der QuelleNaidoo, Jamie Campbell. „Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children“. In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 265–78. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189268-27.
Der volle Inhalt der QuelleNaidoo, Jamie Campbell. „Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children“. In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 265–78. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189268-27.
Der volle Inhalt der Quelle„American Association of School Librarians (AASL)“. In Encyclopedia of Library and Information Science, Fourth Edition, 59–66. CRC Press, 2017. http://dx.doi.org/10.1081/e-elis4-120043844.
Der volle Inhalt der Quelle„American Association of School Librarians (AASL)“. In Encyclopedia of Library and Information Sciences, Third Edition, 62–69. CRC Press, 2009. http://dx.doi.org/10.1081/e-elis3-120043844.
Der volle Inhalt der QuelleMarquardt, Luisa, und Dianne Oberg. „Collaboration in Editorship“. In Advances in Library and Information Science, 126–36. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4365-9.ch012.
Der volle Inhalt der QuelleBrown, Jeannette. „Chemical Educators“. In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0008.
Der volle Inhalt der QuelleStokes, Joseph, Rachel Keegan, Mark Brown und E. Alana James. „Digitalization of Higher Degree Research (HRD) and Its Benefit to Postgraduate Researchers“. In Advances in Library and Information Science, 133–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch007.
Der volle Inhalt der QuelleArmor, David J. „Introduction: The Desegregation Dilemma“. In Forced Justice. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195090123.003.0004.
Der volle Inhalt der QuelleCumbler, John T. „Health, State Medicine, and Henry Ingersoll Bowditch The Radical Approach“. In Reasonable Use. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195138139.003.0010.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Connecticut School Library Association"
Rapp, Will. „GLSEN Rainbow Library“. In Kansas LGBTQ Symposium. Fort Hays State University, 2022. http://dx.doi.org/10.58809/wwmk3355.
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