Zeitschriftenartikel zum Thema „Connecticut School Library Association“
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1
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.
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Kauffman, S. Blair. „Opening Remarks“. International Journal of Legal Information 31, Nr. 2 (2003): 163–67. http://dx.doi.org/10.1017/s0731126500010532.
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The papers in this issue were presented at the IALL's 21st Annual Course on International Law Librarianship, held at Yale Law School, October 20 through October 23, 2002. The program featured several of America's great scholars in international law and drew on the rich resources of Yale University and its environs. It also introduced participants to the history of legal education in America and included excursions to America's first national law school, in Litchfield, Connecticut, and to the United Nations headquarters, in New York City. A pre-conference reception was held at the nearby Quinnipiac University School of Law Library, on Sunday afternoon, October 20th, in Hamden, Connecticut, and a post-conference institute on Islamic Law, was held on October 24th, at Harvard Law School, in Cambridge, Massachusetts.
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Ward, 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.
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Caroline Ward, Coordinator of Youth Services at The Ferguson Library in Stamford Connecticut, comments on the policies and projects currently in place in public libraries around the country. She points out that the Association of Library Services to Children makes it clear that children’s librarians must do more than simply provide age-appropriate service. Children’s librarians must also be advocates for their clientele both within the library and the larger society. Several examples of this advocacy are cited.
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Race, 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.
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Harrison, 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.
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김성준. „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.
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Laplante, 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.
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Neyer, 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.
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Two Pennsylvania librarians, Allison Mackley, Teacher-Librarian at Hershey High School, and Aaron Dobbs, Systems & Electronic Resources Librarian at Shippensburg University of Pennsylvania, were two of only forty librarians selected nationwide to participate in “Leading to the Future” (http://www.ala.org/transforminglibraries/ala-leadership-institute), a new four-day immersive leadership development program for future library leaders offered from August 12 to 15, 2013 in Itasca, IL, by the American Library Association (ALA).
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Taylor, 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.
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This quantitative study evaluated the efficiency of the Lexia Reading Program in 132 early elementary school students in an inner-city school in Hartford, Connecticut. Students who met the criteria were assigned to the experimental Lexia group, and other students were randomly assigned to a comparison group. The Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) was used to provide pre and post measures of literacy skills. Results indicated that students who used Lexia outperformed students in the control group (p <.01): their MAP scores increased from 157 to 174, a 17-point increase, while the control group’s scores increased from 166 to 171, a 5-point increase. The Lexia reading program appears to be an effective tool to improve the literacy skills of struggling first- to third-grade readers. Keywords: Lexia reading, Lexia group, NWEA MAP, Elementary students, https://orcid.org/0000-0003-2703-5767
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McClary, 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.
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Each September, the American Library Association (ALA) and libraries nationwide partner to promote Library Card Sign-Up Month. The goal is to remind community members, parents, students, teachers, and librarians about the importance of owning a library card, which is like a passport to vast book collections, digital resources, hands-on support, and much more.In 2019, staff at New Jersey State Library (NJSL) brainstormed ways to make the event extra special. We decided to create new partnerships and strengthen existing ones, so we collaborated with the New Jersey Department of Education (NJDOE), the New Jersey Library Association (NJLA), and the New Jersey Association of School Librarians (NJASL) to launch the Libraries = Success marketing campaign.
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Avis, Ellie, und Kelly McElroy. „From the Guest Editors“. OLA Quarterly 27, Nr. 1 (22.03.2022): 3–5. http://dx.doi.org/10.5399/osu/1093-7374.27.01.02.
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Protecting patron privacy is a core tenet of the ethics of librarianship. The American Library Association's Privacy: An Interpretation of the Library Bill of Rights (2019) emphasizes that protecting the privacy of library users is key to ensuring intellectual freedom because surveillance and monitoring produce a "chilling effect on users' selection, access to, and use of library resources." In 2005, librarians in Connecticut made headlines by standing up against the FBI and the USA Patriot Act to protect patron records (Cowan, 2006). Faced with a clear threat to privacy, these librarians sued the U.S. government in defense of their patrons' rights. However, the daily erosion of privacy facing patrons today is often more insidious and the day-to-day work of protecting privacy in libraries is less visible. This issue of the Oregon Library Association Quarterly is dedicated to stories of how library workers across Oregon try - and sometimes struggle - to live up to our professional responsibility to protect privacy. These stories come from all corners of our library ecosystem, from public and academic institutions and from large and small communities. The articles presented here provide snapshots of some of the current challenges that libraries face around privacy, as well as some practical tips for dealing with these challenges. We have also included a short guide to relevant state laws, which we hope provides context for the issue as a whole.
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Burns, Elizabeth. „School librarians online: integrated learning beyond the school walls“. Information and Learning Sciences 121, Nr. 7/8 (27.07.2020): 631–44. http://dx.doi.org/10.1108/ils-04-2020-0107.
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Purpose This study aims to explore preservice school librarians’ ability to develop and deliver integrated library lessons under remote teaching and learning conditions. This study will help school library educators identify the preparation required in coursework to effectively implement blended learning practices as well as identify perceived barriers and opportunities for implementing effective remote school library practice. Design/methodology/approach A participatory action research approach was used to explore online teaching strategies in coursework then implement them in K-12 practice. Findings The findings include six criteria selected, developed lessons and the analyzed reflections of the preservice candidates. These discussed findings identify trends in developed online inquiry lessons and suggest considerations for school library educators when scaffolding instruction in preparation coursework. Future planning also explores considerations of access and technology instruction prior to practice. Research limitations/implications The COVID-19 crisis presented a unique challenge ideal for exploration by an educator and candidates in a school librarian preparation program. Using a revised assignment to facilitate a deliberate, authentic experience designed to blend theory and practice (Grossman, 2011), the evidence presented in the sample lessons and participant reflections documents that candidates are able to develop online learning and articulate the American Association of School Librarians Learner Competencies through work samples. According to this brief exploration, this preparation program was able to adapt the requirements of the assignment and prepare candidates to develop quality instructional lessons when online teaching pedagogy was embedded along with scaffolded instruction on collaborative teaching and instructional design. The limitation to this study is that the COVID crisis was accepted as the problem in the participatory action research model. Practical implications When provided instruction on embedded librarianship models and pedagogy practices of online instruction and scaffolded instruction, school library candidates successfully integrated online K-12 instruction. These instructional supports provided the integration of theory and practice necessary for effective preparation. Additional challenges remain to include considerations of access and student motivation which should be addressed in preparation coursework. Originality/value Never before have we seen all schools closed and instruction moved online without warning. School library preparation programs must look anew at how well they are preparing school librarians for practice across a variety of circumstances. This study looks at the preparation for online instruction K-12 schools were faced with in Spring 2020.
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Atmodiwirjo, Paramita, und Yandi Andri Yatmo. „Children’s Participation in Library Space Improvement Programme“. Asian Journal of Environment-Behaviour Studies 2, Nr. 4 (01.07.2017): 21–31. http://dx.doi.org/10.21834/aje-bs.v2i4.207.
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This paper illustrates a physical improvement programme in a primary school library through a participatory process involving children in designing and renovating the space. The improvement of library space has contributed positively in promoting children’s active use of the library space. The involvement of children in the process has also promoted their positive attitude and sense of belonging toward the space. Commitment building of the whole school community becomes a challenge during the process and beyond. Promoting children’s active role in the development, management and maintenance of the space becomes important to ensure sustainability after the programme.
Keywords: Children, participation, library, space.
eISSN 2514-751X © 2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Todd, Kate. „Beyond assistive technology: presentation at Texas library association conference“. Library Hi Tech News 31, Nr. 7 (26.08.2014): 1–5. http://dx.doi.org/10.1108/lhtn-07-2014-0052.
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Purpose – The purpose of this article was to summarize the author's presentation about improving library services to people with disabilities made at the 2014 Texas Library Association annual conference. Design/methodology/approach – She uses expertise developed teaching face-to-face and online course about assistive technologies and library services for patrons with disabilities. Findings – Topics covered include early approaches to library accessibility, sample assistive technology applications for iPad, iPhone or Android and suggestions for developing a plan for improving services. Practical implications – Readers are encourages to evaluate the current level of services and develop plans for improvement. Social implications – An increasing number of patrons with disabilities are visiting public, school, college and university libraries. Librarians want to provide the best possible service. Information and recommendations from this article will provide assistance. Original/value – This conference provided a wonderful opportunity for sharing and planning with other librarians.
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Lynk*, Michael. „Academic Freedom, Canadian Labour Law and the Scope of Intra-Mural Expression“. Constitutional Forum / Forum constitutionnel 29, Nr. 2 (03.04.2020): 45–64. http://dx.doi.org/10.21991/cf29399.
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The Murray Library is the central library at the University of Saskatchewan. In January 2013, the Library Dean announced that ten support staff in the University’s library system, including several working at the Murray Library, were to be laid off. All were women. After each staff member had been individually informed by the Dean that she was being laid off, she was told to collect her possessions and was then immediately escorted off the campus property. The layoffs were part of a University-wide cost cutting measure, which would ultimately result in 40 layoffs among the support staff across the campus. The support staff were unionized, in a bargaining unit represented by the Canadian Union of Public Employees.
The University librarians were also unionized, in a separate bargaining unit represented by the University of Saskatchewan Faculty Association. In the librarians’ collective agreement was a broadly drafted provision protecting academic freedom. Among other things, the provision guaranteed the right of the unionized librarians “…to criticize the University and the Association without suffering censorship or discipline.” This provision did not contain any language which would restrict the scope of its protection to reasonable or responsible comments. This right of faculty and librarians to criticize the university leadership is known, among the various features that make up academic freedom, as the freedom of intra-mural expression.1
* Associate Professor, Faculty of Law, Western University, London, Ontario, where he teaches labour law, human rights law, and constitutional law.1 See generally Matthew Finkin & Robert Post, For the Common Good: Principles of American Academic Freedom (New Haven, Connecticut: Yale University Press, 2009), ch 5.
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Moeller, Robin A., und Kim E. Becnel. „Recommended Reading: Comparing Elementary/Middle School Graphic Novel Collections to Recommended Reading Lists“. Children and Libraries 19, Nr. 2 (04.06.2021): 6. http://dx.doi.org/10.5860/cal.19.2.6.
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Booklists created by library and education professionals can be valuable tools for librarians as they develop collections. Based upon the perceived discomfort felt by many school librarians in selecting graphic novels, this research analyzes the extent to which a population of elementary and middle school libraries’ collections in the Southeastern United States reflects the lists of recommended graphic novels annually produced by the Association for Library Service to Children (ALSC).
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Gee, David. „SLS/BIALL Academic Law Library Survey 2010/2011“. Legal Information Management 12, Nr. 3 (September 2012): 218–32. http://dx.doi.org/10.1017/s1472669612000503.
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AbstractThis is the latest report analysing the results of the Academic Law Library Survey conducted on behalf of the Society of Legal Scholars (SLS) and the British and Irish Association of Law Librarians (BIALL). It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London.
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Ceglio, Clarissa J., Tom Scheinfeldt und Sara Sikes. „Testing and Refining Scholarly Communications Workflows and Work Habits for the Digital Age“. Journal of Scholarly Publishing 52, Nr. 4 (Juli 2021): 233–47. http://dx.doi.org/10.3138/jsp.52.4.03.
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Greenhouse Studios | Scholarly Communications Design at UConn is a shared venture of the School of Fine Arts, University Library, and College of Liberal Arts and Sciences at the University of Connecticut. Greenhouse Studios’ core research mission is the development of workflows that bring diverse interdisciplinary teams together to create works of digital and non-traditional scholarship while also cultivating a collaborative work culture. This article summarizes the implementation, assessment, and refinement of those workflows, which together constitute Greenhouse Studios’ design-based, inquiry-driven, collaboration-first model of scholarly production. Findings from this research, undertaken with support from the Andrew W. Mellon Foundation, include modifications to Greenhouse Studios’ operations, specifically to the terminology used in its design-process model, the composition of team personnel, approaches to project management, tactics to foster divergent thinking, and our relationships to press partners.
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Scott, Elspeth S. „The Whole School Library Handbook20067The Whole School Library Handbook. Chicago, IL: American Library Association 2005. xiv+399 pp., ISBN: 0‐8389‐0883‐7 paperback $45.00 ($40.50 for ALA members)“. Library Review 55, Nr. 6 (Juli 2006): 382–83. http://dx.doi.org/10.1108/00242530610674857.
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Gee, David. „SLS/BIALL Academic Law Library Survey 2017/2018“. Legal Information Management 19, Nr. 3 (September 2019): 142–60. http://dx.doi.org/10.1017/s1472669619000392.
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AbstractThis is the latest report analysing the results of the annual Academic Law Library Survey that is jointly sponsored by the Society of Legal Scholars (SLS) and the British and Irish Association of Law Librarians (BIALL). It has been compiled and written by David Gee, Librarian at the Institute of Advanced Legal Studies, a part of the School of Advanced Study at the University of London.
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Tearle, Barbara. „In Memoriam: Elizabeth Mary Moys 1928 to 2002“. Legal Information Management 2, Nr. 1 (2002): 4–7. http://dx.doi.org/10.1017/s147266960000092x.
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Elizabeth Mary Moys, known to all her colleagues as Betty, was born on 26 June 1928 at Wickford, Essex. She was brought up in Kent where she spent most of her life when in the UK. She attended Chislehurst County Grammar School then went on to Queen Mary College, London, to read English and took a BA (Hons) degree in 1949. Her first job was in Crayford Branch of Kent County Library Service from 1949–50. After library school in 1950–51 (Northwestern Polytechnic School of Librarianship, where she was one of the leading spirits in starting a School of Librarian-ship Students' Association), Betty became reference librarian at the Royal Institute of International Affairs in 1951.
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Ningsih, Andini Yulistia, Volvo Sihombing und Sahat Parulian Sitorus. „Implementation of a priori algorithm for book lending at state high school library I Silima Pungaga-Punga Parongil“. Sinkron 7, Nr. 1 (21.01.2022): 196–203. http://dx.doi.org/10.33395/sinkron.v7i1.11257.
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The library plays a role in helping students to enjoy reading books. The availability of books in various fields motivates students to come to visit the library, students / i can read or borrow library books. For this reason, the purpose of this research was carried out including helping library officials apply the rules of how to visit the libraries.
In carrying out research methods, including conducting direct observations, conducting interviews to collect the necessary data. The pattern that will be analyzed is the pattern of borrowing what books are often borrowed so that library officials know the information of books that are often borrowed. The result obtained is with the application of a priori algorithms, book data is processed to produce a pattern of borrowing books. After all high frequency patterns are found, then the association rules are sought that meet the minimum requirement for associative confidence A→B minimum confidence = 25%. The final association rules are ordered based on minimum support and minimum confidence, if borrowing IPA, then borrowing MTK Support = 15%, Confidence = 42.8%.
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Barclay, Meg. „Learning life skills“. Early Years Educator 24, Nr. 10 (02.05.2024): S44. http://dx.doi.org/10.12968/eyed.2024.24.10.s44.
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Hendrian, Sukma. „Library Application Program at State Vocational High School X Bandung City“. Journal of Business, Social and Technology (Bustechno) 2, Nr. 2 (25.07.2021): 84–92. http://dx.doi.org/10.46799/jbt.v2i2.34.
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The development of Information Technology began to receive a positive response from the public. Its development is not only welcomed and enjoyed by the business world and the government, but has also begun to penetrate the world of education because the integration of availability is increasingly important in supporting efforts to create the next generation of competitive nations. or being researched. The purpose of this research is to find out what are the effects of library program applications. Such information can be obtained from scientific books, research reports, scientific papers, theses and dissertations, laws and regulations, articles of association, yearbooks, encyclopedias and written sources both printed and electronic and the internet. information and data related to the need to complete the final project.
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Hendrian, Sukma. „Library Application Program at State Vocational High School X Bandung City“. Journal of Business Social and Technology 2, Nr. 2 (25.07.2021): 90–100. http://dx.doi.org/10.59261/jbt.v2i2.34.
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The development of Information Technology began to receive a positive response from the public. Its development is not only welcomed and enjoyed by the business world and the government, but has also begun to penetrate the world of education because the integration of availability is increasingly important in supporting efforts to create the next generation of competitive nations. or being researched. The purpose of this research is to find out what are the effects of library program applications. Such information can be obtained from scientific books, research reports, scientific papers, theses and dissertations, laws and regulations, articles of association, yearbooks, encyclopedias and written sources both printed and electronic and the internet. information and data related to the need to complete the final project.
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Tsay, Ming‐yueh. „The influence of the American Library Association on modern Chinese librarianship, 1924 to 1949“. Asian Libraries 8, Nr. 8 (01.08.1999): 275–88. http://dx.doi.org/10.1108/10176749910290194.
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The purpose of this study is to describe the causes, nature, extent and effect of the influence of the American Library Association (ALA) on the development of modern Chinese librarianship from 1924 to 1949. This study was based primarily on documents located in the ALA archives, which houses the documents of the International Relations Committee of ALA. It was found that library development changed in China during the period by borrowing from American librarianship as conveyed by the ALA, largely as a consequence of the following: American library advisors or educators, such as Arthur E. Bostwick, Charles H. Brown and Charles B. Shaw, conducting surveys of libraries in China; an American library and/or a library school in China; projects for the encouragement of public libraries; fellowships granted to Chinese librarians for study in the USA; the establishment and operation of the CLA; and the Book Program to strengthen library collections during the time of the China‐Japan War.
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Barclay, Meg. „Educational reads“. Early Years Educator 24, Nr. 10 (02.05.2024): 52. http://dx.doi.org/10.12968/eyed.2024.24.10.52.
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Meg Barclay, education consultant and early years reviewer for the School Library Association, reviews books which help children to build friendships, learn about stories from India and be introduced to key mathematical concepts
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Zverevich, V. V., Yu V. Sokolova und Ya L. Shrayberg. „The First Scientific and Practical Conference “Letter and Digit: Libraries on the way to Digitalization” (“BiblioPiter–2020”). Review of Events“. Scientific and Technical Libraries, Nr. 7 (04.09.2020): 141–62. http://dx.doi.org/10.33186/1027-3689-2020-7-141-162.
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The analytic report on the First Scientific and Practical Conference “Letter and Digit: Libraries on the way to Digitalization” (“BiblioPiter–2020”) is presented. The Conference took place in St. Petersburg on February 17–19, 2020. The Conference was organized by: Russian National Public Library for Science & Technology, Russian State Library, National Library Association “Libraries of the Future” (NALF), and International Association of Users and Developers of Electronic Libraries and New Information Technologies (ELNIT). The goal of the Conference was to join to get her the efforts by libraries and other academic, information and research institutions in developing new concepts, methods and technologies of the library and information sector in contemporary digital environment. The NALF School and IRBIS School “Digital Technologies and Services at Libraries” took place within the Conference program. The papers by known scientists and professionals in library science, information science, bibliography and cultural studies were delivered. The Conference also comprised the round tables “Special Patron at the Library” and “Intellects and Library Logos”, master class on patent search, special event on the Open Science issues, as well as the presentation of the monograph “Copyright at Libraries, Research and Academic Institutions” by Andrey I. Zemskov and Yakov L. Shrayberg. Totally over 30 papers were presented and over 100 participants attended the Conference. Over 600 users watched live Internet broad casts of the Conference events. The video records of every Conference event, as well as that of IRBIS School and NALF Schools are available in full on the YouTube channel of the Russian National Public Library for Science & Technology. Power point presentations are available on NALF website. The decision was made to organize the Conference annually. It will be hold every year in St. Petersburg in mid-February.
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Barclay, Meg. „Spring reads“. Early Years Educator 24, Nr. 9 (02.04.2024): 46. http://dx.doi.org/10.12968/eyed.2024.24.9.46.
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Meg Barclay, educational consultant and early years reviewer for the School Library Association, reviews books which help children learn about the natural environment and develop a love of nature, as well as explore their emotions.
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Mattes, Monika. „Volksschullehrer-Wissen sammeln und verbreiten. Das Deutsche Schulmuseum bzw. die Deutsche Lehrerbücherei in Berlin 1876–1914“. Historia scholastica 9, Nr. 1 (Juli 2023): 123–43. http://dx.doi.org/10.15240/tul/006/2023-1-006.
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The article examines the book collection of the German School Museum (since 1908 German Teachers’ Library) on the one hand according to its ‘content’ and on the other hand according to its social and cultural functionality for the elementary school teachers organized in the Berlin Teachers’ Association. How did the collections contribute to the socio- cultural self-assertion and professional identity of elementary school teachers in the German Empire? How and with what profile was the German Teachers’ Library able to establish itself as an actor in the field of pedagogical knowledge around 1900, i.e. in the years when the need for knowledge for the ‘Volksschule’ changed profoundly due to rapid social and economic-technological modernization?
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Riyanto, Riyanto, Muh Tajab, Moh Rifan, Wuryono Wuryono, Nursiah Nursiah, Krista Alifa Setyaningrum und M. Habib Izazur Ridhwan. „Upaya guru memanfaatkan perpustakaan sekolah sebagai sumber belajar di Sekolah Dasar Negeri Tosanan Ponorogo“. Berkala Ilmu Perpustakaan dan Informasi 20, Nr. 1 (04.06.2024): 75–89. http://dx.doi.org/10.22146/bip.v20i1.5551.
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Introduction. The aim of the paper is to understand the efforts of Islamic education teachers in utilizing the library as one of the school's facilities and infrastructure, at State Elementary School of Tosanan Ponorogo by using the approach of the Association for Education Communication Technology (AECT). Data Collection Methods. This was a qualitative descriptive with by observations and, structured interviews. Data Analysis. The interview data was transcribed for analysis. Results and Discussion. The efforts showing by teacher’s to utilize the school library as a learning resource are shown by improving their quality. These Include how to absorb information from the library as teaching, to increase the intensity of visits to the library, to increase the collection/number of books and to make the best use of the existing library facilities. Conclusions and Recommendations. The library at State Elementary School of Tosanan Ponorogo has not been maximally utilized as a learning resource in every lesson. This library should increase the number of books, support facilities for users and manage library base on standards. For further research it is hoped that it can be expanded, so that it is not limited to Islamic religious education teachers but to teachers of other subjects.
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Medaille, Ann. „Flexible Scheduling May Have a Positive Impact on School Library Circulation“. Evidence Based Library and Information Practice 6, Nr. 1 (16.03.2011): 64. http://dx.doi.org/10.18438/b8mg86.
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A Review of:
Gavigan, K., Pribesh, S., & Dickinson, G. (2010). Fixed or flexible schedule? Schedule impacts and school library circulation. Library and Information Science Research, 32(2), 131-37.
Objective – To determine whether a significant, positive relationship exists between flexible scheduling in elementary school library media centers and per-pupil circulation statistics.
Design – Online survey.
Setting – Library media centers in public elementary schools in two states of the United States.
Subjects – A total of 88 elementary school library media specialists completed the survey.
Methods – A 22-question online survey was created using Inquisite software. A link to the survey was sent via e-mail to a 600-person random sample of public school library media specialists whose names were drawn from the memberships of the North Carolina School Library Media Association and the Virginia Educational Media Association, with combined memberships totalling approximately 2,000. A random sample of 600 was chosen to provide a 95% confidence level with a confidence interval of plus or minus three points. The survey included questions about school schedules (flexible, partially flexible, or fixed), collection size, circulation statistics, total student enrolment, school type (elementary, middle, or high), school location (urban, rural, or suburban), percentage of students eligible for free and reduced price lunch, numbers of full-time professional library media specialists employed at the school, access procedures, and library closure information. The survey response rate was 29.3% (176 respondents). Because fixed versus flexible scheduling is an issue that primarily affects elementary schools, the authors further narrowed their subject pool to 88 elementary school respondents. Data were analyzed using SPSS 16.0 statistical software. Correlation analysis, including the analysis of covariance (ANCOVA), was used to compare differences in the three scheduling types and to control for other variables (such as location, socioeconomic status, collection size, staffing, days closed, and others) that may affect circulation.
Main Results – Of the 88 elementary school responses, 33 (38%) had fixed schedules, 44 (50%) had partially flexible schedules, and 11 (13%) had totally flexible schedules. Fifty-three schools supplied data regarding per-pupil check-out, and the average number of books checked out per student per year was 52, across all types of schools. The number of book check-outs per pupil differed according to schedule type. Students in schools with fixed schedules checked out an average of 51 books per year, those in schools with partially flexible schedules checked out 46 books per year, and those in schools with totally flexible schedules checked out 71 books per year. When the authors adjusted the data for other factors affecting circulation (such as location, socioeconomic status, collection size, staffing, and others), they found that students in schools with fixed schedules checked out 57 books per year, those in schools with partially flexible schedules checked out 68 books per year, and those in schools with totally flexible schedules checked out 102 books per year. The authors concluded that schedule accounts for 21% of variation in the rate of book check-out per pupil.
Conclusion – These results suggest that the type of schedule used in elementary school library media centers does have a significant relation to circulation statistics. Specifically, when library media centres employ flexible scheduling, students are likely to check out more books per year on average. Although these results are not generalizable, this study provides much-needed research into the relationship between scheduling and circulation, and establishes a basis for further studies in this area.
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Bogel, Gayle. „School Libraries Play an Active, Transformational Role in Student Learning and Achievement“. Evidence Based Library and Information Practice 1, Nr. 4 (08.12.2006): 49. http://dx.doi.org/10.18438/b8hs3g.
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A review of:
Todd, Ross J. “Student Learning Through Ohio School Libraries: A Summary of the Ohio Research Study.” Ohio Educational Library Media Association 15 Dec. 2003. Ohio Educational Library Media Association (OELMA), 2004. 15 Nov. 2006
http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf.
Objective – This study explored links between school libraries and student learning outcomes that were defined in a multidimensional context, using data provided by the students themselves. The researchers examined learning outcomes that reached beyond the existing correlations of school library services and standardized test scores. Insight was provided into the interactions between students and school libraries that affect student learning. An overarching goal of the study was to establish ongoing dialogue to focus on evidence based practices that may lead to continuous improvement in school library services and to provide the basis for further research.
Design – Web based survey.
Subjects – Participants were 13,123 students in grades 3-12 and 879 faculty at 39 schools across the state.
Setting – Ohio Public school libraries.
Methods – Thirty-nine effective school libraries, staffed by credentialed school librarians, were chosen through a judgment sampling process, using criteria based on Ohio Guidelines for Effective School Library Media Programs. The guidelines are aligned to academic content standards, assessments, resources, and professional development.
Two web based surveys were used to collect quantitative and qualitative data from students and faculty:
The Impacts on Learning Survey, composed of Likert scale responses to 48 statements and an open-ended critical incident question for students.
The Perceptions of Learning Impacts Survey was a similar survey for faculty.
Survey questions were based on Dervin’s theory of information seeking that advances the idea of ‘helps’ as the constructive process of bridging gaps in information use that lead to new knowledge or making sense (sense-making) in relation to a perceived information need (Todd and Kuhlthau). The term ‘helps’ includes both inputs (help that the school library provides in engaging students in learning) and outputs (learning outcomes of academic achievement and active agency in the learning process).
The survey statements included a combination of conclusions based on selections from school library research studies, and the Information Literacy Standards for Student Learning from the American Association of School Librarians’ Information Power: Building Partnerships for Learning.
The two surveys were used to triangulate multiple sources of data to illustrate the “helps” provided by the school library to student learning. Students were also given the opportunity to describe “helps” in their own words in an open-ended critical incident question.
Main results – The data showed that the selected effective school libraries were perceived as providing ‘helps’ in dynamic ways that appeared to have a transformative effect on student learning. School libraries and librarians were viewed as having an active role in the learning process. Of the students surveyed, 99.4 % believed that school libraries helped them become better learners. The results were grouped into seven blocks of ‘help’ concepts that frame the contributions of the school library and the school librarian to student learning (Table 1).
The study noted that perceptions of the effect of school libraries are strongest for elementary students, and perceptions of the effect decrease as students move through middle and high school. Comments from students indicate that mastery of information skills that lead to independent learning may contribute to the perception that the library is not as strong a ‘help’ in later school years.
In ranking the mean scores of the block concepts, the effective school library ranked strongest as a resource agent and technical agent, to support student research and projects with both print and non-print resources. The qualitative data further clarified student perceptions that the library contributed to individualized learning, knowledge construction, and academic achievement. Instructional interventions that benefited from contributions by the librarian included conducting research effectively; identifying key ideas; analyzing, synthesizing, and evaluating information; and developing personal conclusions.
In comparing student and faculty data, there was consistency in the perception of value in the top three conceptual groups of “helps”: libraries as resource agents, as agents for information literacy development, and as agents for knowledge construction.
Conclusion – The data analysis illustrated that school libraries were actively involved in student learning and were perceived as important factors in student learning and achievement by both students and faculty. Consistency throughout the sample showed perceptions of multiple effects of school
libraries in facilitating student learning for building knowledge.
Student comments and survey results showed that students perceived the library as providing strong support for reading for curriculum and informational needs and as less helpful with regard to individual reading for pleasure or personal pursuits. The study speculates that perhaps the emphasis on academics and test-oriented schooling may leave students little time to pursue independent reading interests during school hours.
The study identified factors for effective school libraries: informational, transformational, and formational elements. These factors may be used as building blocks for shaping practices that help effective school libraries bring about student achievement.
Informational: Resources, technological infrastructure, and reading resources.
Transformational: Information literacy, technological literacy, and reading engagement.
Formational: Knowledge creation, use, production, dissemination, values, and reading literacy.
The visual model of the factors for effective practice and their relationship to student outcomes will be of particular help to practitioners. (Todd and Kuhlthau 23)
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Chung, EunKyung, Janet Schalk und JungWon Yoon. „How have LIS school curricula evolved over the past twenty years?“ Canadian Journal of Information and Library Science 45, Nr. 1 (02.05.2022): 1–30. http://dx.doi.org/10.5206/cjilsrcsib.v45i1.14192.
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This study analyzed the Association for Library and Information Science Education (ALISE) statistical reports from 1997 to 2020. This study demonstrated that over the past twenty years, the LIS trends of diversity and interdisciplinary work have all been well reflected in the LIS curricula both in iSchools and non-iSchools, and LIS schools are preparing their graduates for evolving information environments.
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Jones, Jr., Plummer Alston. „From the Editor: A Call to Lead, A Call to Serve“. North Carolina Libraries 62, Nr. 2 (19.01.2009): 78. http://dx.doi.org/10.3776/ncl.v62i2.138.
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As Past-Past President of the North Carolina Library Association, I amserving as Nominating Committee chair for the 2003-2005 biennium. To assist me in putting together a slate of officers for the 2005-2007 biennium, I appointed Carol G. Walters, Director of Libraries, Sandhill Regional Library System, and graduate of the NCLA Leadership Institute, and Deb Schultz-Fidali, School Media Specialist in the Forsyth County Schools.
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Barclay, Meg. „Changing nature“. Early Years Educator 24, Nr. 9 (02.04.2024): 46. http://dx.doi.org/10.12968/eyed.2024.24.9.46a.
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Meg Barclay, educational consultant and early years reviewer for the School Library Association, reviews books that support children to cope with change in various forms, and learn about the importance of the Okavango Delta as well as protecting our planet
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Donelson, Ken, James Blasingame und Alleen Pace Nilsen. „The 2005 Honor List: A Wealth of Books to Compare“. English Journal 96, Nr. 1 (01.09.2006): 90–96. http://dx.doi.org/10.58680/ej20065698.
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The eight books on the 2005 Honor List were chosen by the authors of this article from those that had won prizes, including the Printz Award or the Newbery Medal, and that were most frequently listed as “best books” by committee members of the Young Adult Library Services Association and book review editors of such publications as the New York Times, School Library Journal, Book List, and Horn Book.
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Fisher, Heather. „A Primary School Information Skills Toolkit BY GEOFF DUBBERSLA Guidelines Extra. Wanborough: School Library Association, 2008. 80 pp. soft cover ISBN 9781903446447“. Australian Library Journal 59, Nr. 1-2 (Februar 2010): 54. http://dx.doi.org/10.1080/00049670.2010.10735970.
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Sanojca, Karol. „Trudne początki szkolnictwa średniego „na wysokiej połoninie”. Prywatne Gimnazjum Koedukacyjne Polskiego Towarzystwa Szkoły Ludowej w Kosowie Huculskim (1937–1939)“. Rocznik Przemyski. Historia 1 (26) (2021): 235–44. http://dx.doi.org/10.4467/24497347rph.21.009.14732.
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[Difficult beginnings of secondary education „on high mountain pastures”. The Private Mixed Gimnazjum of the Polish People’s School Association in Hutsul Kosiv (1937–1939)] In the south-eastern outskirts of Poland between the wars, the school network was not developed enough to satisfy local community. That is why in Hutsul Kosiv (Kosów Huculski) in 1937, measures were taken to make it possible for schoolchildren to obtain secondary school education. The institution which was established was a private mixed secondary school (gimnazjum). The licensee was the local People’s School Association. Though the school functioned only three years, it had managed to become firmly established. The teaching staff had all the required qualifications. The number of students grew fast. The necessary facilities (the building, the library and teaching aids) were improving. Parents and caregivers showed considerable involvement in the school life. The school’s achievements were recognized when by the decision of the Ministry of Religious Affairs and Public Education of May 1939 the school was granted the rights of a state comprehensive secondary school as of the school year 1939/1940. Unfortunately, the decision could not take force.
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Turner, Richard. „The Whole School Library Handbook20061Edited by Blanche Woolls and David V. Loertscher. The Whole School Library Handbook. Chicago, IL: American Library Association 2005. 400 pp., ISBN: 0‐8389‐0883‐7 £32.95; $45.00 (paperback)“. New Library World 107, Nr. 5/6 (Mai 2006): 263–65. http://dx.doi.org/10.1108/03074800610665266.
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Diamant-Cohen, Betsy, und Annette Goldsmith. „Research Roundup: Learning about Library Research“. Children and Libraries 16, Nr. 3 (24.09.2018): 37. http://dx.doi.org/10.5860/cal.16.3.37.
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Since this column seeks to highlight all aspects of research, in this issue we are going on a field trip to a place where researchers gather to share their findings, collaborate, learn, and celebrate—the most recent ALISE (Association for Library and Information Science Education) conference. According to its website, ALISE “is the global voice of library and information science education. ALISE leads innovative and high-quality research, teaching, and service for educators and scholars in library and information science and cognate disciplines internationally through engagement, advocacy, and knowledge creation and dissemination.” ALISE’s membership consists mostly of library school professors and doctoral students and has a few practicing librarians with their doctorates. This column will share current research by LIS faculty and doctoral students relevant to children’s librarians and showcased at the ALISE conference in Denver.
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Sukiasyan, Eduard. „60 years in the profession“. Scientific and Technical Libraries, Nr. 6 (01.06.2017): 72–91. http://dx.doi.org/10.33186/1027-3689-2017-6-72-91.
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The author chose librarianship as a profession during his school years, and has worked in libraries before admission to Institute. After studying at the Moscow State Libray Institute author served in the army, he taught at the Krasnodar Institute of Culture, worked at the Lenin State Library of the USSR (Russian State Library), was head of department and deputy director, continues the chief editor of Library Bibliographical Classification. We talked about interesting trips abroad, about the activities of the Russian Library Association, in international organizations, on the pedagogical work for almost a lifetime. On the paper attached a list of the author's publications for the years 2012-2016.
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Daintith, Terence. „A library for the modern law school: a statement of standards for university law library provision in the United Kingdom—1997 revision“. Legal Studies 17, Nr. 3 (November 1997): 363–414. http://dx.doi.org/10.1111/j.1748-121x.1997.tb00413.x.
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This is a first revision of the Statement of Standards for University Law Library Provision, first published in A Library for the Modem Law School (see Legal Studies, Special Edition 1995). As promised in the introduction to the Statement (ibid, pp 10-11), this revision updates the comments to the standards in the light of a further survey of library provision again undertaken, on behalf of the Society, by Dr Peter Clinch, Legal Specialist in the Library of the University of Wales, Cardiff. This further survey has been jointly organised with the British and Irish Association of Law Librarians (BIALL), and the Society is most grateful to BIALL for its collaboration. The updatings reflect, in particular, changes in the key library statistics contained in the comments and offered as measures by which individual libraries might assess their performance. A full report on the survey may be obtained from the Convener, Professor Daintith, at the School of Advanced Study, University of London. The Libraries Committee is much indebted to Dr Clinch and to his institution for this essential input to its work.
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McLain, Matt. „Of Course, We Already Knew This . . . Babies Need Words Every Day“. Children and Libraries 14, Nr. 1 (22.03.2016): 10. http://dx.doi.org/10.5860/cal.14n1.10.
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Shortly before the 2014 Annual Conference, the Association for Library Service to Children (ALSC) was invited to contribute to the Obama Administration’s Thirty-Million Word Gap initiative. The word “gap” relates to the vast difference in the number of words that children from different backgrounds hear before they enter school.
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Dimitrijevic, Brana, Aleksandar Nedok, Gordana Lazarevic und Dragan Mihailovic. „Dental condition of the schoolchildren in Serbia over a century ago“. Serbian Dental Journal 57, Nr. 2 (2010): 98–102. http://dx.doi.org/10.2298/sgs1002098d.
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The exhibition of the legacy of Dr. Svetozar Markovic (1860-1916) held at the end of 2009 in the University library 'Svetozar Markovic' in Belgrade, drew attention to this significant creator, school doctor, public worker and the founder of school hygiene in Serbia. He was the founder of The Association for School Hygiene and National Enlightenment (1906), the founder and the editor of the magazine Light (Svetlost) (1908-1914). This work is refferning only to his findings regarding oral and dental condition of schoolchildren, gathered during systematic examinations the students of the Third Belgrade (Pancic's) High School (from I to VIII), in the school years 1903/1904, 1904/05 and 1907/08.
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Dimitrijevic, Brana, Aleksandar Nedok, Gordana Lazarevic und Dragan Mihailovic. „Dental condition of schoolchildren in Serbia over a century ago“. Archive of Oncology 18, Nr. 4 (2010): 123–24. http://dx.doi.org/10.2298/aoo1004123d.
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The exhibition of the legacy of Dr. Svetozar Markovic (1860-1916) held at the end of 2009 at the University library Svetozar Markovic in Belgrade, drew attention to this significant creator, school doctor, public worker, and the founder of school hygiene in Serbia. He was the founder of The Association for School Hygiene and National Enlightenment (1906), the founder and the editor of the magazine Svetlost (1908-1914). This work refers only to his findings regarding oral and dental condition of schoolchildren, gathered during the systematic examination of the pupils of the Third Belgrade (Pancic's) Grammar School (classes from I to VIII), during the school years 1903/1904, 1904/05, and 1907/08.
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Batool, Syeda Hina, und Khalid Mahmood. „Teachers’ conceptions about information literacy skills of school children“. Pakistan Journal of Information Management and Libraries 13 (01.10.2012): 54–59. http://dx.doi.org/10.47657/201213779.
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The paper presents results of a study conducted to measure perceptions of teachers about their 3rd grade students' information literacy (IL) skills. The IL standards given by the California School Library Association for 2nd graders were provided to 54 teachers from three private schools of Lahore city of Pakistan to get their opinion. Selected through purposive sampling methods, the respondents perceived their students to be good or adequate in various IL skills. The students were qualified in each of the eight standards of information literacy. The study concludes that information literacy activities can be practiced by schools by providing proper learning resources and infrastructure.
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Karanikola, Maria N. K., Anne Lyberg, Anne-Lise Holm und Elisabeth Severinsson. „The Association between Deliberate Self-Harm and School Bullying Victimization and the Mediating Effect of Depressive Symptoms and Self-Stigma: A Systematic Review“. BioMed Research International 2018 (11.10.2018): 1–36. http://dx.doi.org/10.1155/2018/4745791.
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Background. Identifying deliberate self-harm in the young and its relationship with bullying victimization is an important public health issue. Methods. A systematic review was performed to explore evidence of the association between deliberate self-harm and school bullying victimization in young people, as well as the mediating effect of depressive symptoms and self-stigma on this association. An advanced search in the following electronic databases was conducted in January 2018: PubMed/Medline; CINAHL; PsycINFO; PsycARTICLES; Science Direct; Scopus, and Cochrane Library. Studies that fulfilled the inclusion criteria were further assessed for their methodological integrity. The Norwegian Knowledge Centre for Health Services tool was applied for cross-sectional studies and the Critical Appraisal Skills Programme instrument for the cohort studies. Only empirical quantitative studies published in the English language in peer reviewed journals during the last decade (2007-2018) aimed at exploring the association between deliberate self-harm and school bullying victimization in community-based schoolchildren with a mean age of under 20 years were included. Results. The reviewed cross-sectional and cohort studies (22) revealed a positive association between school bullying victimization and deliberate self-harm, including nonsuicidal self-injury, which remained statistically significant when controlled for the main confounders. The mediating role of depressive symptoms in the association between deliberate self-harm and school bullying victimization was confirmed. A dose-response effect was shown in the association between nonsuicidal self-injury and school bullying victimization, whilst the mediating effect of depressive symptoms needs to be further explored. No studies were found directly exploring the mediating effect of self-stigma in the association between deliberate self-harm and bullying victimization. Conclusion. Targeted interventions aimed at eliminating victimization behaviours within the school context are therefore proposed, as well as interventions to promote healthy parenting styles for the parents of schoolchildren. Moreover, school healthcare professionals should screen students involved in bullying for self-injury, and vice versa.
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Lear, Bernadette A. „Were Tom and Huck On-Shelf? Public Libraries, Mark Twain, and the Formation of Accessible Canons, 1869––1910“. Nineteenth-Century Literature 64, Nr. 2 (01.09.2009): 189–224. http://dx.doi.org/10.1525/ncl.2009.64.2.189.
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Public libraries are "accessible canons" for their communities. As part of their efforts to connect people and ideas, librarians purchase classic and bestselling books from "selective," "personal," "nonce," and other canons. They also create bibliographies, professional standards, and other tools that help shape reading habits. Thus libraries embody complex, ongoing processes of canon using and canon forming. This essay illustrates the canonical activities of American public libraries during the early years of the profession. It describes the American Library Association Catalog, local finding lists and accession records, and other primary sources that shed light on collection building during the late nineteenth and early twentieth centuries. Taking Mark Twain (Samuel Langhorne Clemens) as a case study, it presents statistics on library ownership during the author's lifetime from more than seven hundred communities across the United States. Tables focus on nine titles: The Innocents Abroad, Roughing It, The Gilded Age, The Adventures of Tom Sawyer, The Prince and the Pauper, Life on the Mississippi, Adventures of Huckleberry Finn, A Connecticut Yankee in King Arthur's Court, and The Tragedy of Pudd'nhead Wilson. Statistical analysis reveals that "controversial" items such as Huckleberry Finn were widely available in Gilded-Age and Progressive-era public libraries, thus calling into question some assumptions about censorship of Twain's work. Also, library holdings of some titles varied by decade and geography, demonstrating that libraries implemented "national" and "recognized" canons unevenly. In sum, the essay shifts attention toward the operationalization of literary canons and provides empirical evidence of Mark Twain's presence in the late-nineteenth- and early-twentieth-century literary landscape.
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Wang, Zheni. „Lead to transform a successful organizational change“. Case For Women, 23.06.2021, 1–9. http://dx.doi.org/10.1108/cfw.2020.000009.
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Study Level/Applicability This case aims to assist students to learn about leadership theory and leadership effectiveness in terms of organizational change. It is best suited for undergraduate courses in leadership development, organizational behavior and specific teaching modules in Master in Business Administration courses. Subject area Leadership and leadership effectiveness; organizational change. Case overview This case is about a decade (2010–2020) of a transformation journey of the School of Business at Southern Connecticut State University (SCSU). Dr Durnin has been the first female Dean of School of Business in Connecticut State Colleges and Universities (CSCU) who made this transformation possible and continuing on. With listening ears and a supportive heart, Dr Durnin first moved faculty and staff members out of a “sick” office building and then created a supportive and collaborative culture to build the consensus among faculty and staff members to change for good. It has been her personalized influence, charisma and extraordinary upward negotiation that lead the School to shape its collective effort toward a multi-year Association to Advance Collegiate School of Business accreditation process since 2014. When dealing the uncertainty caused by the 2020 global pandemic, her autonomy-supportive approach once again connected people meaningfully together to excel the challenges brought by COVID-19 pandemic. Expected learning outcomes This case provides an example of female leader in higher education to illustrate a successful transformational leadership (TFL) example in the USA, as well as its implications on gender issues and leadership effectiveness. Upon completing the analysis of this case, students should be able to: – understand the TFL concepts, theory and its behavioral implications on gender and leadership effectiveness; and – assess and evaluate effectiveness of TFL styles in organizations. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes. Subject code CSS 6: Human resources. Keywords Transformational leadership, Organizational change, Gender and leadership effectiveness