Journal articles on the topic 'DA. World libraries'

Globalna pandemija prouzrokovana virusom COVID-19 bitno je utjecala na poslovanje u visokoškolskim bibliotekama u cijelom svijetu, a cilj ovoga istraživanja je utvrditi kako su javne visokoškolske biblioteke u Federaciji Bosne i Hercegovine prilagodile i/ili redefinirale svoje bibliotečko-informacijske usluge pandemijskim okolnostima rada. Za potrebe prikupljanja takvih podataka, anketirani su samo bibliotekari/ke onih javnih visokoškolskih biblioteka koje imaju kontakt (e-mail) na web stranici fakulteta / akademije / univerziteta, a samo istraživanje, koje je kvantitativne prirode, realizirano je korištenjem posebno kreiranog anketnog upitnika, upotrebom Google Forms, u junu 2021. godine. Od ukupno 47 mapiranih biblioteka, 26 biblioteka je sudjelovalo u ispunjavanju ankete (ukupno 55,3%). U ovom istraživačkom radu, koji je prvi ove vrste u Federaciji Bosne i Hercegovine, donose se pristupi visokoškolskih biblioteka koje, za razliku od visokoškolskih biblioteka iz razvijenih evropskih zemalja, djeluju u vrlo specifičnim uslovima koje, prije svega, karakteriziraju ograničeni i nedovoljni budžeti za nabavku građe, ali i nedostatak osnovne IT opreme. Rezultati pokazuju da su uprkos zatečenim, često neodgovarajućim elementarnim uslovima rada, visokoškolski bibliotekari ulagali izvjesne napore orijentirane ka zadovoljenju informacijskih potreba korisnika tokom svjetske zdravstvene krize, ali i da je pandemija naglasila hitnu potrebu digitalne transformacije istraživanjem obuhvaćenih visokoškolskih biblioteka. = The global pandemic caused by the COVID-19 virus has significantly affected library processes and procedures in academic libraries worldwide, and the aim of this study is to determine how public academic libraries in the Federation of Bosnia and Herzegovina (FB&H) have adapted and/or redefined their library and information services to pandemic circumstances. For the purposes of collecting such data, only librarians of those public academic libraries who have contact information (e-mail) displayed on the faculty / academy / university website were surveyed. The research itself, which is of a quantitative nature, was realized by using a survey questionnaire, which was created on Google Forms, in June 2021. Out of a total of 47 mapped libraries, 26 academic libraries participated in the survey (response rate of 55.3%). This research paper, which is first of its kind in Federation of Bosnia and Herzegovina, brings approaches of academic libraries which, unlike academic libraries from developed European countries, operate in very specific circumstances which are primarily characterized by limited and insufficient budgets for procurement of collections but also basic IT equipment. Results showed that despite the found inadequate elementary working conditions, academic librarians made certain efforts aimed towards meeting the information needs of library users during the world health crisis, but also that the pandemic emphasized the urgent need for digital transformation of surveyed academic libraries.

Apresenta a importância de proporcionar qualidade ambiental do espaço físico real e no ambiente virtual destinado à leitura e produção de conhecimento em bibliotecas envolvidas na estrutura educacional (em instituições de ensino e centros de pesquisa). As bibliotecas tornam-se um diferencial positivo no processo de aprendizagem. Ao bibliotecário são necessárias habilidades e competências dinâmicas em promover e administrar espaços para interação dos leitores com o mundo da leitura. Facilitar um ambiente adequado para os estudos, encontros intelectuais, debates com autores e discussões de leituras são primordiais para o transmitir, gerar e inovar conhecimentos nas diferentes áreas do saber. Entender as transições do leitor de páginas ao indivíduo que interage pelo vídeo: o leitor de telas na teia global. São abordadas questões de como e por que transformar os espaços de acesso e uso de fontes de informação capazes de proporcionarem inúmeras leituras a ser realizadas entre os mundos das imagens, palavras, hipertextos e hipermídia. Algumas considerações sobre os impactos da divisão digital e o acesso e uso de fontes de informação para o desenvolvimento e construção da Sociedade do Conhecimento. Abstract It presents the importance to provide a quality environment to the physical and virtual space intented to reading and to knowledge production at educational libraries (educational institutions and research centers). The libraries become a positive differential at the learning process. To the librarians some dynamic competences and abilities are necessary to promote and manage interaction spaces to readers at the reading world. How to facilitate an environment for the intellectual studies, meetings, debates with authors and readings exchange experiences, is primordial to transmit , to generate and to do knowledge innovation at different areas of knowledge. Understand the transitions between the books reader (paper) to the person that interacts in the video: the screen reader in the world wide web. Some questions about how and why librarians have to build up spaces to access and use information resources to provide information literacy in the worlds of images, words, hipertexts and hipermídias. Digital division impacts, access and use of information resources have to be considerated to the development and construction of the Knowledge Society.

A leitura possui um vasto significado na vida do ser humano, independentemente do ambiente ou da forma como aconteça. Especialmente por meio da Biblioterapia, ela pode representar grandes transformações e, para as pessoas com deficiência visual (de forma congênita ou adquirida), pode oferecer oportunidades de identidade, integração e expressão, despertando possibilidades importantes que podem ser trabalhadas e incluídas por bibliotecários em seu ambiente informacional. Com o objetivo de descrever sobre a prática e essas possibilidades, realizou-se uma breve revisão de literatura, somada à descrição de duas sessões de Biblioterapia realizadas na biblioteca de um instituto especializado mediado por uma Bibliotecária, na Paraíba, em João Pessoa. Assim, foi possível identificar como a leitura auxilia a pessoa com deficiência visual a desvendar, recordar e se encantar com um mundo cheio de descobertas, imaginação e diversão, mesmo de forma diferente. Resultados apontam inúmeros benefícios e demonstram o quanto a Biblioterapia favorece a inclusão das pessoas com deficiência visual nas sessões desenvolvidas nas bibliotecas e amplia os horizontes profissionais do bibliotecário em relação aos seus usuários.AbstractReading has a vast meaning in human life, regardless of the environment or the way it happens. Especially through Bibliotherapy, it can represent great transformations and, for people with visual impairment (congenital or acquired), it can offer opportunities for identity, integration and expression, awakening important possibilities that can be worked on and included by librarians in their informational environment. In order to describe the practice and these possibilities, a brief literature review was carried out, together with the description of two Bibliotherapy sessions held in the library of a specialized institute mediated by a Librarian, in Paraíba, João Pessoa. Thus, it was possible to identify how reading helps the visually impaired person to unravel, remember and be enchanted by a world full of discoveries, imagination and fun, even in a different way. Results point out numerous benefits and demonstrate how bibliotherapy favors the inclusion of people with visual impairments in the sessions developed in libraries and expands the librarian's professionalhorizons in relation to their users.

The Sienese artist-engineer Mariano Taccola left behind five books of annotated drawings, presently in the collections of the state libraries of Florence and Munich. Taccola was well known in Siena, and his drawings were studied and copied by artists of the period, probably serving as models for Leonardo da Vinci's notebooks. However, his work has received little attention from scholars and students in recent times. The author, a sculptor, has long been interested in Taccola's drawings for his studio projects. Although Taccola lacked the fine drawing hand displayed by many of his contemporaries, his inventive work may appeal especially to viewers today. Based on examination of the original drawings, the author discusses the qualities that make Taccola's drawings unique and considers what Taccola's intentions may have been in making them.

A Biblioteca de Alexandria, durante seis séculos, foi o centro cultural do mundo. Reuniu sábios, das mais diferentes procedências, que nela desenvolveram trabalhos e pesquisas de importância fundamental para o conhecimento. Bibliotecários eruditos tornaram acessível ao mundo ocidental obras de toda origem. Calímaco criou uma forma de organização do conhecimento registrado, cuja influência perpassou outras bibliotecas antigas e bibliotecas medievais, chegando até nossos dias. A etimologia de palavras utilizadas na Antigüidade explica seu uso contemporâneo na representação bibliográfica. A destruição da antiga Biblioteca se reveste de lendas, de origens diversas, inclusive aquelas historicamente preconceituosas. Conclui-se com um relato sumário sobre a revivescência e as principais características da nova Bibliotheca Alexandrina, estabelecendo um paralelo entre a antiga Biblioteca e a nova, como símbolos de conhecimento e coexistência entre diferentes seres humanos e suas perspectivas. Abstract The Alexandrian Library has been the cultural center of the world for six centuries. It congregated scholars, from different origins, that developed works and researches of fundamental importance for knowledge. The learned librarians made accessible the works from many sources to the western world. Callimachus created a kind of organization for registered knowledge, which influenced ancient and medieval libraries, until our days. The etymology of words used in Antiquity explains their contemporary use in bibliographic representation. The destruction of the ancient Library is involved by legends of all kinds, including ones of preconceived historical statements. A brief report about the revival and the main characteristics of the new Bibliotheca Alexandrina establishes a parallel between the ancient and the new one, as symbols of knowledge and coexistence between different human beings and their views.

Cilj je rada predstaviti rezultate istraživanja o potrebama nezaposlenih građana Osječko-baranjske županije u svrhu unapređenja spoznaja o poboljšanju službi, usluga, programa i aktivnosti narodnih knjižnica te utjecaja na kvalitetu života nezaposlenih građana. Istraživanje je provedeno kvantitativnom metodom slučajnog uzorka (N = 250). U članku je prikazana slika stanja prije globalne zdravstvene pandemije COVID-19, krize koja je utjecala na cijeli svijet. Prikupljeni podaci statistički su obrađeni u Statističkom paketu za društvene znanosti primjenom opisne i korelacijske analize između dvije skupine varijabli te su izraženi u postotcima. Najvažniji rezultati istraživanja pokazali su da ispitani građani imaju potrebu za učenjem u sastavu cjeloživotnog obrazovanja, ali da su se, s druge strane, u najvećem ukupnom postotku na ponuđene potrebe u knjižničnom prostoru, izjasnili da nemaju potrebe. Najizraženije potrebe ispitanih građana su potrebe za učenjem engleskoga i njemačkoga jezika; računalnim i tehničkim vještinama, potreba za usavršavanjem komunikacijskih vještina; usavršavanjem dodatnih socijalnih vještina kroz timski rad, upoznavanjem pravila poslovnog bontona, stjecanjem organizacijskih vještina, promocijskih vještina, učenjem neverbalne komunikacije ili govora tijela. Rezultat istraživanja pokazao je da, unatoč tomu što je dio ispitanika (41,6 %) član narodne knjižnice, i dalje ima različite potrebe u sastavu cjeloživotnog obrazovanja, a njihova im narodna knjižnica ne pruža mogućnost ispunjavanja. Pokazao je i to da nisu sve narodne knjižnice u Osječko-baranjskoj županiji otvorene za sve korisnike. Nezaposleni, društveno isključeni građani mišljenja su da narodna knjižnica može pomoći u razvoju zajednice, ali ne i nezaposlenima. = The aim of this paper is to present the results of the research on the needs of unemployed citizens in the Osijek-Baranja County with the purpose of improving the knowledge of advancing the services, programs, and activities of public libraries, as well as the quality of life of unemployed citizens. Research was conducted using the random sampling method (N=250). The article presents a picture of the situation before the global COVID-19 health pandemic, the crisis that affected the whole world. The collected data was statistically analyzed in SPSS, the Statistical Package for Social Sciences, using correlation and descriptive analysis on two groups and was thereafter expressed in percentages. The most important results of the research showed that the selected citizens have a need for lifelong learning, but that at the same time the largest percentage of them do not have the need to fulfill the named needs in a library space. Most pronounced needs of tested citizens are the needs to learn English and German; computer and technical skills, the need to perfect communication skills; perfecting additional social skills through teamwork, familiarizing oneself with workspace etiquette, gaining organizational skills, promotional skills, learning nonverbal communication or body language. The results show that public libraries do not allow a portion of the subjects (41.6%) to fulfill their needs, despite them having a membership to the public library and having different needs for lifelong learning. Likewise, results show that not all public libraries within the Osijek-Baranja County are open to all users. Socially excluded unemployed citizens believe that the public library can help develop communities and unemployed citizens alike.

Resumo O presente artigo tem por objetivo principal apresentar uma investigação acerca das múltiplas práticas de leitura em bibliotecas localizadas na cidade do Rio de Janeiro. Para a realização deste estudo, buscamos delimitar o universo de frequentadores, suas práticas de leitura na biblioteca, os mediadores entre os textos, sons, imagens e a leitura, bem como as relações entre os espaços das bibliotecas e os territórios onde estão inseridos. Investiga-se ainda qual a importância e a função da leitura para os que a praticam, nos níveis objetivo, subjetivo, simbólico e imaginário. Através de entrevistas e da observação participante, procuramos trazer à tona a relação dos usuários com os livros, outros conteúdos, mídias e suportes. Cada vez mais, observamos práticas que combinam leitura, oralidade e escrita em um cenário transmidiático. Com os resultados, procura-se também contribuir com informações sobre a experiência dos usuários para a formulação e avaliação das políticas públicas de leitura e aquelas voltadas para as bibliotecas. Palavras-chave: Rio de Janeiro, bibliotecas, práticas de leitura, leitura do mundo, experiências. Resumen El presente artículo tiene por objetivo principal presentar una investigación acerca de las múltiples prácticas de lectura en bibliotecas ubicadas en la ciudad de Rio de Janeiro. Para la realización de este estudio, buscamos delimitar el universo de sus frecuentadores, sus prácticas en la biblioteca, los mediadores entre los textos, sonidos, imágenes y la lectura, además de las relaciones entre los espacios de las bibliotecas y los territorios que las abarcan. Investigamos además cual es la importancia y función de la lectura para sus practicantes, en los niveles objetivo, subjetivo, simbólico e imaginario. A través de entrevistas y de la observación participante, buscamos recuperar la relación del público con los libros y otras formas de lectura del mundo, a través de otros suportes, como el audiovisual, la música, etc. Cada vez más, observamos prácticas que combinan lectura, oralidad y escrita en un escenario transmediático. A partir de los resultados se pretende contribuir para la formulación y evaluación de las políticas públicas de lectura y bibliotecas. Palabras clave: Rio de Janeiro, bibliotecas, prácticas de lectura, lectura de mundo, experiencias. Abstract The major purpose of this article is to present a research on the multiple reading practices in libraries in the city of Rio de Janeiro. We attempted, firstly, to define the universe of its users, their reading practices at the library, the mediators between the texts, sounds, images and reading, as well as the relationships between the libraries´ venues and the territory in which they are set in. It is also analyzed what is the importance and function of the reading for those who practice it, in objective, subjective, symbolic and imaginary levels. Through interviews and participant observation, we tried to highlight the users´ relationship with books, other contents, medias and formats. We increasingly observe practices that combine reading, orality and writing in a transmedia scenery. Thus, we hope to contribute with information on the experience of the users for the formulation and evaluation of public reading and libraries´ policies. Key words: Rio de Janeiro, libraries, reading practices, reading the world, experiences.

Resumo O presente artigo tem por objetivo principal apresentar uma investigação acerca das múltiplas práticas de leitura em bibliotecas localizadas na cidade do Rio de Janeiro. Para a realização deste estudo, buscamos delimitar o universo de frequentadores, suas práticas de leitura na biblioteca, os mediadores entre os textos, sons, imagens e a leitura, bem como as relações entre os espaços das bibliotecas e os territórios onde estão inseridos. Investiga-se ainda qual a importância e a função da leitura para os que a praticam, nos níveis objetivo, subjetivo, simbólico e imaginário. Através de entrevistas e da observação participante, procuramos trazer à tona a relação dos usuários com os livros, outros conteúdos, mídias e suportes. Cada vez mais, observamos práticas que combinam leitura, oralidade e escrita em um cenário transmidiático. Com os resultados, procura-se também contribuir com informações sobre a experiência dos usuários para a formulação e avaliação das políticas públicas de leitura e aquelas voltadas para as bibliotecas. Palavras-chave: Rio de Janeiro, bibliotecas, práticas de leitura, leitura do mundo, experiências. Resumen El presente artículo tiene por objetivo principal presentar una investigación acerca de las múltiples prácticas de lectura en bibliotecas ubicadas en la ciudad de Rio de Janeiro. Para la realización de este estudio, buscamos delimitar el universo de sus frecuentadores, sus prácticas en la biblioteca, los mediadores entre los textos, sonidos, imágenes y la lectura, además de las relaciones entre los espacios de las bibliotecas y los territorios que las abarcan. Investigamos además cual es la importancia y función de la lectura para sus practicantes, en los niveles objetivo, subjetivo, simbólico e imaginario. A través de entrevistas y de la observación participante, buscamos recuperar la relación del público con los libros y otras formas de lectura del mundo, a través de otros suportes, como el audiovisual, la música, etc. Cada vez más, observamos prácticas que combinan lectura, oralidad y escrita en un escenario transmediático. A partir de los resultados se pretende contribuir para la formulación y evaluación de las políticas públicas de lectura y bibliotecas. Palabras clave: Rio de Janeiro, bibliotecas, prácticas de lectura, lectura de mundo, experiencias. Abstract The major purpose of this article is to present a research on the multiple reading practices in libraries in the city of Rio de Janeiro. We attempted, firstly, to define the universe of its users, their reading practices at the library, the mediators between the texts, sounds, images and reading, as well as the relationships between the libraries´ venues and the territory in which they are set in. It is also analyzed what is the importance and function of the reading for those who practice it, in objective, subjective, symbolic and imaginary levels. Through interviews and participant observation, we tried to highlight the users´ relationship with books, other contents, medias and formats. We increasingly observe practices that combine reading, orality and writing in a transmedia scenery. Thus, we hope to contribute with information on the experience of the users for the formulation and evaluation of public reading and libraries´ policies. Key words: Rio de Janeiro, libraries, reading practices, reading the world, experiences.

Este artigo se trata de uma revisão metodológica de técnicas indiretas de mapeamento pedológico, envolvendo ensaios granulométricos, SIG e sensoriamento remoto dentro do mapeamento digital de solos, espectrorradiometria e Georadar (GPR), comparados e/ou associados às técnicas diretas como coleta, descrição de trincheiras ou perfis, análise da paisagem. O mapeamento digital de solos (MDS) vem se provando com uma ferramenta eficiente desde o início do ano 2000, associadas a outros métodos como o sensoriamento remoto e análises laboratoriais, o MDS forneceu ao mundo mapas que representam bem a realidade dos solos. Mas as técnicas diretas ainda são usuais e eficientes, e podem ser associadas aos métodos indiretos, para que o mapeamento de uma pequena área possa ser espalhado regionalmente. A busca por técnicas de baixo custo, eficiência e praticidade tem levado pesquisadores a buscarem técnicas como o Georradar para verificar a profundidade do solo, sem que seja necessário a destruição de perfis por meio da abertura de trincheiras, como também ao uso de imagens de radar capaz de oferecer um produto de alta resolução espacial, independentemente da altitude da plataforma, e que tem auxiliado na extração de diversas informações da paisagem diretamente ligadas à pedogênese. Esta pesquisa tem o intuito de buscar a evolução do mapeamento pedológico através das diversas técnicas citadas, e bem como a associação entre os diversos métodos para gerar um mapa de solos de alta precisão. Efficiency analysis of indirect methods for soil mapping against direct techniques, and their possible associations: A methodological reviewA B S T R A C TThis article is a methodological review of indirect techniques of pedological mapping, GIS and remote sensing within digital soil mapping, spectroradiometry and Georadar (GPR), compared to landscape analysis. Research has shown that digital soil mapping (MDS) has been an efficient tool since the beginning of the year 2000, combined with other methods such as remote sensing and laboratory analysis, MDS has provided the world with maps that represent the reality of soils well. But direct techniques are still common and efficient, and can be associated with indirect methods, so that local mapping information can be dispersed regionally. The search for low-cost, efficient and practical techniques has led researchers to look for techniques such as Georadar to check the depth of the soil, without the need to destroy profiles by opening trenches, as well as using radar images. which provide a high spatial resolution product, regardless of the platform's altitude, and which has helped in the extraction of various landscape information directly linked to pedogenesis. Spectroradiometry is a methodology that works with the measurement of radiant electromagnetic energy, and allows for quick associations between targets and spectral curves, allowing the creation of global libraries of these curves. Radiometry in turn has been widely used in systems that operate in the microwave frequency range, ranging from 1mm to 1m in length, and allow you to locate objects. This research aims to seek the evolution of pedological mapping through the various techniques mentioned, as well as the association between the various methods to generate a highly accurate soil map.Keywords: Soil Mapping; GPR; Spectroradiometry; Orbital Sensors

Esta pesquisa teve como objetivo investigar as diferentes abordagens acerca da formação dos bibliotecários-médicos, a fim de observar suas características e propostas, e identificar as competências informacionais que seriam desejáveis a este profissional no Brasil. Considerando que a prática da Biblioteconomia Médica é recente no Brasil, o método utilizado para alcançar os objetivos propostos foi desenvolvido por meio de revisão de literatura de textos extraídos em bases de dados nacionais e internacionais, e valeu-se do caráter qualitativo por ser pesquisa bibliográfica de natureza exploratória que proporcionou observamos os conceitos, formação e as principais competências informacionais presentes nos bibliotecários-médicos. Os principais resultados obtidos indicam que: as escolas de Biblioteconomia no Brasil passaram por diversas reformulações em suas grades curriculares, visando capacitar os bibliotecários a terem iniciativas, motivações, pró-atividade e ser receptivo às mudanças, para atuar em várias áreas do conhecimento, inclusive na área médica. Os resultados também evidenciaram que as principais habilidades e atitudes inerentes aos bibliotecários médicos brasileiros, não diferem do perfil dos bibliotecários generalistas, no sentido de terem competências para atuarem em bibliotecas especializadas.AbstractThis study aimed to investigate the different approaches on the training of medical librarians, in order to observe their characteristics and proposals, and to identify the information literacy that would be desirable to these professionals in Brazil. Whereas the practice of the Medical Librarianship is recent in Brazil, the method used to achieve the proposed objectives has been developed through literature review of texts extracted from national and international databases It also took advantage of its qualitative character, due to the fact of being bibliographical research of self exploratory nature, which made possible to observe the main skills and information literacy of medical librarians. The main results of the research indicate that librarianship schools in Brazil went through several reformulations in their curricula, to enable librarians to take initiatives, have motivation, proactive attitudes and to be receptive to changes, in order to act in several areas of knowledge, including medical field. The results also demonstrated that the main characteristics of Brazilian medical librarians do not differ from the general profile of librarians, meaning that they should not have special skills to work in specialized libraries.

Evidencia a ausência de interdisciplinaridade entre a Biblioteconomia e Tecnologia da Informação (TI), no que tange tratamento de acervos digitais e híbridos, bem como a necessidade da participação do bibliotecário em projetos de softwares livres para bibliotecas. Aponta as mazelas relacionadas à aquisição de softwares proprietários pelas bibliotecas. Defende a redefinição de metodologias acerca das técnicas de indexação e a necessidade da ruptura contemplativa na postura do bibliotecário; o que agilizaria e modificaria processos, contribuindo na tomada de decisão em busca do tratamento e da qualidade na disseminação e recuperação da informação. Palavras-chave: Biblioteconomia; Tecnologia da Informação; Gerenciamento da Informação; Softwares para bibliotecas; Bibliotecários - Postura Abstract It evidences the interdisciplinary lack between the Librarianship and Information Technology regarding, in what it plays treatment of digital and hybrid collections, as well as the need of the librarian's participation in projects of free softwares for libraries – it points out on the sore spots related to the softwares proprietors' acquisition for the libraries. It defends the redefinition of methodologies concerning the indexing techniques and the need of the thoughtful rupture in the librarian's posture; what would activate and modify processes, contributing to the decision making in search of the treatment and quality in the dissemination information retrieval. Key words: Librarianship; Information Technology; Administration of the Information; Softwares for libraries; librarian's posture

Abstract This article presents an edition with introduction and commentary of two unpublished letters that Ulrich von Wilamowitz-Moellendorff wrote to the art historian and cultural scholar Aby Warburg in the 1920 s. The edition completes a correspondence that includes a letter from Warburg that has already been published several times. The two letters cast light on the hitherto barely known relation of Wilamowitz to Warburg himself and to his Kulturwissenschaftliche Bibliothek in Hamburg. They centre on the Warburg Library’s special research interest, namely the influence of the ancient world on later cultural periods, especially the Renaissance.

Bibliotekarstvo kao nauka i vještina organizacije znanja i njegovih produkata evoluira te je, kao i sve ostale naučne ili praktične discipline, prisiljeno prilagođavati se vremenu. Na tom svom evolucijskom putu, općeprihvaćene teorije i poimanje biblioteke i bibliotekarstva kao struke se mijenjaju te se sve više udaljavaju od tradicionalnih predstava – gotovo do granice naučne fantastike. Pa ipak, do juče fikcijske, književnoumjetničke predstave, danas se posmatraju na krajnje konstruktivan i racionalan način. Jedan od najzanimljivijih primjera je doživljaj i vizija biblioteke u fikcijskom svijetu Jorgea Luisa Borgesa. Na tragu njegovih profetskih zapažanja utkanih u njegov književni univerzum, mnogi naučnici današnjice iz različitih oblasti kroz multidisciplinarni pristup pokušavaju rekonstruirati i kreirati sliku biblioteke budućnosti preoblikovane na način da može odgovoriti zahtjevima novog vremena. Ponajviše zahvaljujući enormnom tehnološkom razvoju i izazovima koje on sobom nosi, vizije sveopšte ili univerzalne biblioteke, biblioteke bez zidova, čine se izvodive i vode ka preispitivanju postojećih i stvaranju novih teorija o budućoj ulozi biblioteke i suštini bibliotečke prakse. Interesantno je i izazovno iz današnje perspektive struke promišljati na koji način će se poimati biblioteka u bližoj ili daljoj budućnosti, kako će izgledati i koja će od postojećih vizija, naučna ili literarna, biti bliže realizaciji u stvarnosti. = Librarianship as a science and skill of the organization of knowledge and its products is evolving and, like all other scientific or practical disciplines, it is forced to keep up with the times. In this evolutionary path, traditional theories and notions of libraries and librarianship as professions are changing and reaching far beyond the traditional ones – almost to the limits of science fictions. Nevertheless, theories which were until recently considered fictional literary and artistic performances are today already seen from an extremely constructive and rational perspective. One of the most interesting examples is the experience and vision of the library in the fictional world of Jorge Luis Borges. Following his prophetic observations woven into his literary universe, many scholars from various fields, are trying through a multidisciplinary approach to reconstruct and create an image of the library of the future reshaped in a way that can respond to demands of modern times. Mostly thanks to the enormous technological development and challenges it brings, visions of a Universal Library seem feasible and lead to rethinking of existing and creating new theories about the future role of the library and the essence of library practice. It is interesting and challenging from today’s professional perspective to think about the way that library will be understood in the near or distant future, what it will look like and which of the existing visions – scientific or literary – will be closer to realization in reality.

Traça-se um diagnóstico sobre a biblioteca da rádio (Biblioradiun) da Universidade Federal do Maranhão (UFMA), com ênfase em aspectos teóricos e práticos que envolvem a Ciência da Comunicação e da Biblioteconomia. Objetiva-se verificar a situação atual da Biblioradiun em relação a sua missão dentro do campo acadêmico; analisar a relação interdisciplinar entre Biblioteconomia e Ciência da Comunicação; e conhecer o progresso anterior da biblioteca e sua dinâmica com o mundo tecnológico. Para tanto, realizamos uma pesquisa bibliográfica e de campo, essa última com vistas a conhecer sobre nosso objeto de estudo. Percebe-se, que apesar da Biblioradiun possuir um acervo riquíssimo e ativo, não está ocorrendo o processo de disseminação da informação, consequentemente, não há interação entre usuário e biblioteca, e entre a Biblioteconomia e Ciência da Comunicação.ABSTRACTA diagnosis is made of the radio library (Biblioradiun) of the Federal University of Maranhão (UFMA), with an emphasis on theoretical and practical aspects involving Communication Science and Library Science. The objective is to verify the current situation of Biblioradiun in relation to its mission within the academic field; analyze the interdisciplinary relationship between Library Science and Communication Science; and learn about the library's previous progress and its dynamics with the technological world. Therefore, we carried out a bibliographical and field research, the latter with a view to getting to know our object of study. It is noticed that although Biblioradiun has a very rich and active collection, the process of information dissemination is not taking place, consequently, there is no interaction between user and library, and between Library Science and Communication Science.

O objetivo principal deste relato é compartilhar experiências relevantes vivenciadas na oficina realizada na Biblioteca Monteiro Lobato da Escola Desdobrada Retiro da Lagoa no Município de Florianópolis – SC, em julho de 2009, com a participação de alunos da Educação Infantil. É importante destacar que, embora mediados por um trabalho participativo, cooperado e solidário, a oficina foi coordenada pela bibliotecária Raquel Pacheco, que conduziu os trabalhos de forma a proporcionar os resultados contidos neste relato. Essa oficina teve por objetivo: levar as crianças a compreenderem a importância do surgimento da escrita, pois sem a escrita não existiria o livro e sem o livro não existiria a biblioteca. A metodologia de ação empregada na oficina foi composta pela apresentação de um pequeno filme produzido com o material encontrado e passado aos alunos na biblioteca e a manipulação de diferentes objetos. Imprescindível enfatizar que todos os momentos foram primordiais para o desenvolvimento desse relatório que sistematiza o processo além dos resultados alcançados pelos alunos participantes. A oficina desencadeou momentos de grande reflexão sobre a origem da escrita, conectado com as práticas a fim de expandir o conhecimento do mundo que as crianças possuem, bem como a manifestação de solidariedade.AbstractThe main purpose of this report is to share relevant experiences in the workshop held in the Monteiro Lobato Library of the Escola Desdobrada Retiro da Lagoa in Florianópolis – SC/Brazil, in July 2009 with the participation of students of early childhood education. It is noteworthy that, although mediated by a participative, cooperative and supportive work, the workshop was coordinated by the librarian Raquel Pacheco, who led the work in order to provide the results contained in this report. This workshop aimed to: make the children understand the importance of the writing appearing, since without writing the book would not exist, and without the book the library would not exist. The methodology used in the workshop was the presentation of a short film produced with the material found and showed to students in the library, and also the manipulation of different objects. It is essential to emphasize that all the moments were decisive to the development of this report, which systematize the process besides including the results achieved by the participating students. The workshop provoked moments of reflection about the origin of writing, connected with the practices, in order to expand the knowledge of the world that children already have, as well as the expressions of solidarity.

O referido artigo apresenta narrativas que trazem á tona heranças culturais de seus habitantes e histórias que marcaram o desenvolvimento da cidade. A publicação recebeu apoio dos muná­cipes que prontamente se dispuseram a nos dar depoimentos e entrevistas, disponibilizaram registros fotográficos de seus acervos pessoais. O acesso aos acervos institucionais da Prefeitura Municipal, de escolas e bibliotecas também foi essencial, sem os quais essa obra não se realizaria. A análise e a coleta de depoimentos orais, a realização de entrevistas, a seleção de fotografias e de documentos textuais de diversas tipologias possibilitaram-nos esmiuçar histórias sobre o processo de emancipação polá­tica e de crescimento da cidade, sem negligenciar a apreensão das múltiplas facetas do viver humano em novas fronteiras.Palavras-chave: História Regional. Memória. Cafeicultura.MEMORIES AND NARRATIVES: The signs of the city of Ivatuba-PR Abstract: This article presents narratives that bring to the fore cultural heritages of its inhabitants and stories that marked the development of the city. The publication received support from the residents who promptly offered testimonials and interviews, as well as providing photographic records from their personal collections. Access to the institutional collections of the City Hall, schools and libraries were also essential, without which this work would not be accomplished. The analysis and collection of oral testimonies, interviews, the selection of photographs and textual documents of different typologies allowed us to analyze stories regarding the process of political emancipation and growth of the city, without neglecting the apprehension of the multiple facets of living in new frontiers.Keywords: Regional History. Memory. Coffee Growing. MEMORIAS Y NARRATIVAS: los signos de la ciudad de Ivatuba-PRResumen: El referido artá­culo presenta narrativas que traen a la luz herencias culturales de sus habitantes e historias que marcaron el desarrollo de la ciudad. La publicación recibió apoyo de los ciudadanos que pronto se dispusieron a darnos testimonios y entrevistas, pusieron a disposición registros fotográficos de sus acervos personales. El acceso a los acervos institucionales del Ayuntamiento Municipal, de escuelas y bibliotecas también fue esencial, sin los cuales esa obra no se realizará­a. El análisis y la recolección de testimonios orales, la realización de entrevistas, la selección de fotografá­as y de documentos textuales de diversas tipologá­as nos posibilitaron desmenuzar historias sobre el proceso de emancipación polá­tica y de crecimiento de la ciudad, sin descuidar la aprehensión de las múltiples facetas del vivir humano en nuevas fronteras.Palavras clave: Historia Regional. Memoria. Caficultura.

Aborda as possibilidades de estabelecimento da relação entre os termos identidade, ética e informação atestando a observância da configuração de uma identidade da ética que possa influir no comportamento informacional dos profissionais e usuários. Considera a ética como um pressuposto filosófico e político que deve estar relacionado aos fatos cotidianos para poder desenvolver estudos mais efetivos acerca do comportamento moral da humanidade. Para tanto, atesta a importância da ética historicista a fim de conceber uma concepção mais precisa sobre o termo em questão. Estabelece como condição problematológica os seguintes questionamentos: o código de ética do bibliotecário é bem elaborado? Quais são as suas deficiências e pontos qualitativos do documento? O código de ética tem sido cumprido pela categoria biblioteconômica? Analisa o código de ética do bibliotecário considerando todos os pontos que o constituem, suas deficiências e qualidades, bem como aponta sugestões para o aprimoramento do código, além de verificar que as reflexões expostas possibilitam inferir que, no caso de analisar atitudes não condizentes com a dignidade da profissão, seria mais adequado uma Comissão de Ética constituída para avaliar ações que aparentemente não se enquadrem num Código de Conduta Profissional do que um Código de Ética com prescrições para fixar normas de conduta. Aponta finalmente que é preciso uma reformulação do código e que muito do que se tem apregoado não tem sido cumprido nas práticas profissionais e cotidianas do bibliotecário.AbstractDiscusses the possibilities of establishing the relationship among the terms identity, ethics and information observing the configuration of ethics identity that can influence the behavior of information professionals and users. It considers the ethic as a philosophical and political condition that must be related to everyday events, in order to develop a more effective research on the moral behavior of mankind. To do so, certifies the importance of historicist ethics to devise a more accurate meaning for the term in question. It poses as the problem the following questions: the librarian code of ethics is well prepared? What are the weaknesses and qualitative points of the document? The code of ethics has been followed by the librarian’s category? It examines the librarian code of ethics considering all the qualities and weaknesses, and make suggestions for improving it. It also verify if the above considerations permit to infer that if attitudes do not look consistent with the dignity of the profession it would be more appropriate to be submitted to an Ethics Committee - established to assess actions that apparently did not fit in a Code of Professional Conduct as an Ethics Code, with requirements for setting standards of conduct. Finally suggests that the code need to be reformulated and much of what has been proclaimed has not been fulfilled in everyday work practices of the librarian.

U demokratskom društvu promocija, poštivanje i povezivanje čovjekovih prava i osnovnih sloboda temeljne su zadaće svake države. Uključivanje knjižnica u takve procese podupiru Europska unija i UNESCO različitim dokumentima koji se odnose na slobodan pristup informacijama, ulogu knjižnica u nacionalnoj informacijskoj politici, ulogu knjižnica u industriji znanja, zaštitu pisanog nasljeđa, razvoj informacijskih resursa i servisa, promicanje djelotvornog korištenja informacija i sl. Knjižnice, arhivi i muzeji formiraju informacijsku politiku tako što utječu na pristup građana informacijama. Takva se politika regulira vladinim legislativama (zakoni, pravila, propisi, smjernice), koji opet utječu na informacijski ciklus koji predstavlja kreaciju, organizaciju, diseminaciju ili evaluaciju informacija. Nacionalna je informacijska politika niz vladinih odluka koje su određene da potiču bolju informacijsku infrastrukturu. Ona je vladin instrument koji bi u svakoj državi omogućavao najbolju moguću mrežu informacijskih službi. Te bi službe morale određenim sredstvima ispunjavati potrebe korisnika cjelovito, brzo i u primjerenom obliku. Nacionalna informacijska politika pokriva pitanja razvoja informacijskih resursa i servisa, pružanja pristupa informacijama, promicanja djelotvornog korištenja informacija, razvoj i koordinaciju nacionalnih informacijskih aktivnosti, kao i sudjelovanje u međunarodnim informacijskim aktivnostima. = In a democratic society, promoting, respecting and linking human rights and fundamental freedoms are the fundamental tasks of each country. Involving libraries in such processes is supported by the European Union and UNESCO with various documents related to free access to information, the role of libraries in the national information policy, the role of libraries in the knowledge industry, the protection of written heritage, the development of information resources and services, the promotion of effective use of information and Fig.Libraries, archives and museums form information policy by affecting citizen access to information. Such a policy is governed by governmental legislation (laws, rules, regulations, guidelines) that again affect the information cycle that is the creation, organization, dissemination or evaluation of information. The National Information Policy is a series of decisions made by governments that are designed to encourage better information infrastructure. It is a government instrument that will provide the best possible information network in each country. These services would have to meet the needs of the users with a certain amount of resources in complete, rapid and appropriate form. The National Information Policy covers issues related to the development of information resources and services, providing access to information, promoting effective use of information, developing and coordinating national information activities, as well as participating in international information activities.

Este trabalho objetivou mapear as ações de curadoria digital, que englobam a gestão ativa e preservação da informação, na biblioteca virtual Community Virtual Librarian (CVL) do ambiente Second Life (SL), o projeto denominado Internacional Virtual Worlds Database, que tem por finalidade categorizar, descrever, preservar e tornar as comunidades do mundo virtual mais acessíveis publicamente. Esta é uma pesquisa exploratória e bibliográfica. A coleta de dados foi realizada por meio de observação direta imersiva no ambiente SL pelos autores, assim como pela aplicação de questionário à gestora da biblioteca virtual que também gerencia o referido projeto. A partir das informações coletadas, tomando-se como base o modelo de ciclo de vida do Digital Curation Centre (DCC), foram mapeadas as ações realizadas na biblioteca que podem contribuir para a curadoria digital dos objetos existentes nesse ambiente. Como resultado, foi possível observar que a implementação das etapas da curadoria digital já está relacionada às atividades dos espaços virtuais observados. Porém, essas atividades estão incompletas e necessitam ser melhor planejadas, formalizadas/documentadas, visando garantir a preservação das informações existentes no mundo virtual de forma íntegra, confiável e duradoura. Espera-se poder colaborar com a reflexão sobre a necessidade de gestão e preservação das informações em bibliotecas virtuais.

Potreba za čuvanjem, zaštitom, organiziranjem, ali i otvorenim pristupom dokumentima, rukopisima, knjigama i drugim materijalnim svjedocima opće i kulturne historije postaje sve izraženija. Polazeći od značaja kulturnog i historijskog naslijeđa, ova civilizacija nastoji izgraditi sistem u kojem će sve što je nastalo i nastaje biti adekvat-no zaštićeno i dostupno za korištenje u naučne, obrazovne i kulturne svrhe. U odnosu na različite mogućnosti materijalne destrukcije, kao mjesto sigurne pohrane i čuvanja kulturnog naslijeđa i sjećanja javlja se digitalni arhiv – digitalni repozitorij slika, knjiga, rukopisa i drugih dokumenata.U kojoj je mjeri značajno raditi na digitalnoj pohrani i zaštiti rukopisa govori nam i činjenica da su u toku agresije na Bosnu i Hercegovinu stradali brojni arhivi, biblioteke i rukopisne zbirke. U ovome radu na primjeru Orijental-nog instituta u Sarajevu pokazat ćemo koliko je značajno da proces obnove rukopisnih zbirki i različite arhivske građe, pored klasičnih metoda, obuhvata i primjenu savremenih IT tehnologija. = The need to keep, protect, organise, but also to have an open access documents, manuscripts, books, and other material testimonies of general and cultural history is becoming ever more prominent. Considering the importance of cultural and historical heritage, this civilisation attempts to build a system that would properly protect and make available anything that has been and is being made to serve scientific, educational and cul-tural purposes. As a response to different possibilities of destruction, and frustration accompanying the loss of memory of heritage, digital archive – digital repository of images, books, manuscripts, and other documents – comes on the scene.The fact that during the aggression on Bosnia and Herzegovina numerous archives, libraries and manuscript collections have been destroyed, tells us about importance to work on digital storage and protection. In this paper, on the example of the Oriental Institute in Sarajevo, we will show how important is the process of re-construction of manuscript collections and archives, in addition to traditional methods, scope and application of modern IT technologies.

Este texto visa verificar o processo de tramitação do direito à educação na Constituinte do Estado de Minas Gerais - Brasil no ano de 1947. O Brasil, país federativo, atribuía aos Estados o respeito às diretrizes e bases da educação nacional e a capacidade de desenvolvimento de seus sistemas de ensino em suas Constituições. Ao mesmo tempo, a Constituição determinava que os Estados deveriam elaborar suas Constituições devido à sua autonomia e à descentralização de competências no campo da educação. Este estudo se insere dentro de pesquisas e estudos interessados na relação entre processos parlamentares e educação. O estudo das fontes evidenciou que a Constituinte Mineira de 1947 se desincumbiu do dever posto na Constituição Federal. Busca-se tanto apontar o texto final como o processo que o constituiu. As fontes documentais foram a matéria-prima de consulta nos Anais da Assembleia Constituinte na biblioteca e arquivos da Assembleia Legislativa Estadual de Minas Gerais e no Arquivo Público Mineiro. Bibliotecas de universidades e do setor público também foram investigadas. O capítulo próprio da educação ganharia um desenho mais detalhado por meio de leis infraconstitucionais.Palavras-chave: Constituinte e educação; Educação e Constituinte Mineira; Direito à Educação e Processo Constituinte AbstractThis study intends to verify the right to education process in the Constituent of Minas Gerais - Brazil in the year of 1947. Brazil, a federation, atributes to the States - members the respect to the guidelines and bases of the national education and the capacity of development of their teaching´s systems in their Constitutions. At the same time, the Major Law determined tha the States - members should elaborate their Constitutions due to its autonomy and decentralization in the field of education. This article is a continuity of others researches that study the relation between constituent process and education. The search sources were the original documents of the Constituent in the Library and in the Archives of the Minas Gerais Assembly. There was inquiry the Minas Gerais Public Archive and also in the libraries of the universities. The chapter on education would be more would be more detailed in the ordinary laws.Keywords:Constituent and education; Education and Minas Gerais´ Constituent; The Right of Education and Constituent process. ResumenEste texto pretende traer al conocimiento el processo del derecho a la educación en la Constituyente de Minas Gerais - Brasil en el año de 1947. Brasil, una federación, tiene reglas generales validas para todos los Estados- miembros. Las Directrices y Bases de la Educación Nacional constituyen una de estas normas. Al lado de esto, los Estados tienen la capacidad de desarollo de sus sistemas educativos. También pueden elaborar sus Constituciones debido a su autonomia y descentralización en el campo de la educación. Este artículo es una continuidad de otras investigaciones que estudian la relación entre processos constituyentes y educación. La búsqueda de fuentes se dio en los documentos originales constantes en la Biblioteca de la Assemblea del Estado de Minas Gerais y también en lo Archivo Publico y en las bibliotecas universitarias. El capítulo de la educación sería más detallado en las leyes ordinarias. Palabras clave: Constituyente y Educación; Educación y Constituyente de Minas Gerais; Educación y Processo Constituyente.

ABSTRACT Introduction Short response time is critical for future military medical operations in austere settings or remote areas. Such effective patient care at the point of injury can greatly benefit from the integration of semi-autonomous robotic systems. To achieve autonomy, robots would require massive libraries of maneuvers collected with the goal of training machine learning algorithms. Although this is attainable in controlled settings, obtaining surgical data in austere settings can be difficult. Hence, in this article, we present the Dexterous Surgical Skill (DESK) database for knowledge transfer between robots. The peg transfer task was selected as it is one of the six main tasks of laparoscopic training. In addition, we provide a machine learning framework to evaluate novel transfer learning methodologies on this database. Methods A set of surgical gestures was collected for a peg transfer task, composed of seven atomic maneuvers referred to as surgemes. The collected Dexterous Surgical Skill dataset comprises a set of surgical robotic skills using the four robotic platforms: Taurus II, simulated Taurus II, YuMi, and the da Vinci Research Kit. Then, we explored two different learning scenarios: no-transfer and domain-transfer. In the no-transfer scenario, the training and testing data were obtained from the same domain; whereas in the domain-transfer scenario, the training data are a blend of simulated and real robot data, which are tested on a real robot. Results Using simulation data to train the learning algorithms enhances the performance on the real robot where limited or no real data are available. The transfer model showed an accuracy of 81% for the YuMi robot when the ratio of real-tosimulated data were 22% to 78%. For the Taurus II and the da Vinci, the model showed an accuracy of 97.5% and 93%, respectively, training only with simulation data. Conclusions The results indicate that simulation can be used to augment training data to enhance the performance of learned models in real scenarios. This shows potential for the future use of surgical data from the operating room in deployable surgical robots in remote areas.

Del dicho al hecho. El trecho recorrido por algunas políticas culturales colombianasResumen El Compendio de Políticas culturales de Colombia (2010) es el panorama escrito más completo de las políticas culturales nacionales. Pero, aun así, se trata de una fotografía de un momento, no solo porque ellas se transforman por las decisiones del Estado, sino porque las dinámicas sociales –por ejemplo, las locales y las regionales– las hacen evolucionar. Si se observara a través de una suerte de microscopio de lo simbólico lo que Michel de Certeau denominó el “hormiguero” de la cultura, las políticas públicas aparecerían como un campo en constante movimiento, con continuidades, desencuentros, fracasos, resistencias y caminos heterodoxos.From Saying to Doing. The Path Covered by Some Colombian Cultural PoliciesAbstractThe Compendium of Cultural Policies of Colombia (2010) is the most comprehensive written panorama of national cultural policies. But, even as such, it is a photograph of a moment, not only because these policies are transformed by the decisions of the state, but also because the social dynamics –for example, at the local and regional level– make them evolve. If one observes through a kind of microscope of the symbolic what Michel de Certeau called the "anthill" of culture, public policies would appear as a field in constant movement, with continuities, disagreements, failures, resistances and heterodox paths.KeywordsPolicies of reading and libraries; policies of cinematography; policies of entrepreneurship and cultural industries; plans of culture, ColombiaRemaska y ruraska. Ñambe poreska sug política culturalkuna colombiape.Maillallachiska:Chi comprendio política culturalkuna Colombiape (2010) kam panorama kilkaska más completo política cultural nacional. Pero chasapas, tratarenme sug retrato sug retratomanda manak trukaren kuname decisión estadomanda, arre mana chi dinamika socialkuna. Sug ejemplo localkuna y regionalkuna- rurankuna kaugsachii. Kauarenra sug microscopio simbolikope ima Miguel de Certeau nirka, sug “Achka añanguina” culturape, chi políticas públicas. Kauarerka sug campo iapa kuiurikugsina, suiuchispa, desencuentros, fracasos, resistencias y ñambekuna heterodoxos.Rimangapa Ministidukuna:Política de lectura y bibliotecas, política de cinematografía, política de empoderamiento e industrias culturales, planes de cultura, Colombia. Dès le dicton au fait. Le chemin couvert par certaines politiques culturelles colombiennesRésuméLe Compendium des politiques culturelles de la Colombie (2010) est le panorama écrit le plus complet des politiques culturelles nationales. Pourtant, c'est une photographie de l’instant, non seulement parce qu'elles sont transformées par les décisions de l'État, mais parce que les dynamiques sociales –par exemple, locales et régionales– les font évoluer. Si l'on observe à travers une sorte de microscope du symbolique ce que Michel de Certeau appelait le « fourmilier » de la culture, les politiques publiques apparaîtraient comme un champ en mouvement constant, avec des continuités, des désaccords, des échecs, des résistances et des chemins hétérodoxes.Mots clésPolitique de la lecture et des bibliothèques; politique de la cinématographie; politique de l'entrepreneuriat et des industries culturelles; plans de culture; ColombieDO DITADO AO FATO. O TRECHO PERCORRIDO POR ALGUMAS POLÍTICAS CULTURAIS COLOMBIANAS.Germán RResumoO Compêndio de Políticas Culturais da Colômbia (2010) 1 é o panorama escrito mais completo das políticas Culturais nacionais. Mas mesmo assim, se trata de uma fotografia de um momento, não só porque elas se transformam pelas decisões do Estado, senão porque também as dinâmicas sociais – por exemplo as locais e as regionais – as fazem evolucionar. Se observa-se através de uma sorte de microscópio do simbólico o que Michel de Certeau denominou o “hormiguero” da cultura, as políticas públicas apareceriam como um campo em constante movimento, com continuidades, desencontros, fracasos, resistências e caminhos heterodoxos.Palavras-chavePolítica de leitura e bibliotecas; política de cinematografia; política de empreendimento e indústrias culturais, planos de cultura; Colômbia

FLAT EARTHS AND FAKE FOOTNOTES: The Strange Tale of How the Conflict of Science and Christianity Was Written into History by Derrick Peterson. Eugene, OR: Cascade Books, 2021. xii + 359 pages, including bibliography. Paperback; $44.00. ISBN: 978153265339. *My interest in Christianity and science first developed more than forty years ago, while I was teaching science and mathematics at a Christian secondary school. After the late Frank Roberts introduced me to the ASA, books by Bernard Ramm, Richard Bube, and others helped refine my thoughts and led me to pursue doctoral work in the history and philosophy of science at Indiana University. There I was mentored by two eminent scholars who shared and encouraged my interest, Richard S. Westfall and Edward Grant. Ironically, they were initially skeptical that a dissertation about the influence of theology on early modern natural philosophy even qualified as history of science--it would be more appropriate for a thesis in religion. *Both later came around to the idea, but their hesitation signaled the prevailing attitude among academics: religious beliefs often conflict with scientific facts, and for millennia religion has held back scientific progress. Although logical positivism was then waning, the philosophers in my department never got that memo. As for Grant and Westfall, like many other scholars of the postwar generation they mainly aligned with the classic view of the Scientific Revolution: modern science arose in the time of Copernicus, Galileo, and Newton, and then only when traditional Christian beliefs were set aside or entirely discarded, as enlightened reason triumphed over blind and obscurantist faith. Years later Grant changed his mind, writing major books and articles about the importance of medieval Christian natural philosophy for the rise of modern science--often cited in this book--but Westfall never budged from his position that science dethroned religion during the Scientific Revolution, and that Newton's religious beliefs (which Westfall studied more intensely than almost anyone else) were irrelevant to his science. *If only a book like this had been available to me then. Of course, it couldn't have been--it depends heavily on the best scholarship about the history of science and religion, so much of which was published after I finished graduate school. A freelance writer with graduate training in history, Derrick Peterson explains how history is done, and how historians created the "conflict" view of religion and science that I encountered on all sides in graduate school, in an accessible manner that I would have found enormously helpful. At that time, only a few historians were taking that bull by the horns, and it had not yet been slain. Coming from a science background, I had not yet developed the ability to read historical literature with a critical eye. It took me several years to learn how historians think. History is not just a pile of facts: it is about how to assemble those facts into a coherent narrative that is faithful to the ideas, activities, and beliefs of the historical actors themselves, while taking care not to impose on them modern viewpoints and attitudes. As novelist L. P. Hartley famously wrote, "The past is a foreign country: they do things differently there." Until I understood this, I could not begin to dismantle the conflict view and begin to delve more deeply into the real history of Christianity and science, which had long been obscured by false rumors of warfare. *Many ASA members today are probably where I was then. As Christians trained in science, not history, they recognize the cultural significance of the conflict view and instinctively reject it, but lack the historical tools to critique it effectively. Flat Earths and Fake Footnotes functions well as a primer for nonspecialists on the ideological origins of the conflict view and how badly it misled scholars in earlier generations, leading them to write many things that would not pass muster today; the book explains how the conflict view was eventually deconstructed. That is its main value--despite the annoying absence of an index--but the book is much more than a primer. The latter half of the book examines numerous bogus stories of conflict that are still often repeated, starting with the notion (referenced in the title of the book) that most Christians before the rise of modern science believed on biblical grounds that the earth is flat. I found his debunking of the modern mythmakers Catherine Nixey and Stephen Greenblatt, authors of award-winning books advancing the conflict view, particularly on point. All lovers of truth should applaud this material. More importantly, Peterson has read widely in the history of ideas, enabling him to contextualize the history of science itself--which became an academic discipline in the twentieth century, substantially by embracing nineteenth-century versions of the conflict view. Nor are nonspecialists the only readers who will learn from this book. To cite just two (of many) examples, I did not realize the extent to which Leonardo da Vinci was wrongly presented as a secular saint by scholars opposed to traditional religion; nor did I know that John Tyndall was a pantheistic naturalist rather than a pure secularist. *Unfortunately, Flat Earths and Fake Footnotes contains at least a few fake footnotes of its own. Certain quotations are either misattributed, or wrongly cited. The most glaring instance involves a lengthy passage supposedly from Westfall, crucial to the argument at that point, which is not actually in the work identified in the footnote (pp. 52–53). Although it sounds authentic (and might be), I cannot identify the source. Some statements are also erroneous, such as the description of Goethe, Humboldt, and Haeckel as "contemporaries" (p. 262). All scholars make errors from time to time (myself included), but we should keep in mind that this is not an original work of scholarship; it is rather a popularization of conclusions reached by other scholars--and more reliable than many other popular-level works about the history of science, especially considering the complex historical ideas it relates. Readers who appreciate economy of expression may also be somewhat frustrated. Certainly, the author could have greatly reduced the number of quotations and cut some other information, without losing any real substance or nuance. A stern editorial hand would have helped. Partly for this reason, I rank this book lower than Galileo Goes to Jail and Other Myths about Science and Religion (2009), edited by Ronald L. Numbers, and Unbelievable: 7 Myths about the History and Future of Science and Religion (2019), by Michael Newton Keas. However, all three belong in the libraries of ASA members who want a better understanding of the conflict thesis and its fatal shortcomings. *Reviewed by Edward B. Davis, Professor Emeritus of the History of Science, Messiah University, Mechanics-burg, PA 17055.

The main purpose of this paper is to present the intervention of the School Libraries Network Program in establishing projects and enlarged partnerships that leverage and consolidate the role of libraries in communities and open the students' access to knowledge and learning beyond the school boundaries. In this context a few examples are given and we describe some of the cooperative projects developed by the Program with different partners, public and private, in areas related to students’ education and the construction of citizenship: reading, information, media, science, digital technologies, health, inclusion, heritage and others. These projects and partnerships are an important factor of strengthening, projection and sustainability of school libraries in the context of today's society and its new challenges. O principal objetivo desta comunicação é apresentar o trabalho do Programa Rede de Bibliotecas Escolares (PRBE) no estabelecimento de projetos e parcerias alargadas que potenciam e consolidam o papel das bibliotecas na comunidade e ampliam as aprendizagens e o acesso dos alunos ao conhecimento para lá dos limites da escola. Neste contexto, são dados exemplos e descritos alguns dos projetos de cooperação desenvolvidos pelo Programa com diferentes parceiros, públicos e privados, relacionados com a educação dos alunos e a construção da cidadania nas áreas da leitura, informação, media, ciência, tecnologias digitais, saúde, inclusão, património e outras. Estes projetos e parcerias são um importante fator de fortalecimento, projeção e sustentabilidade das bibliotecas escolares no quadro da sociedade atual e dos seus novos desafios.

Biodeterioration has been a central subject for libraries and archives. Throughout the ages, different preventive and curative conservation measures were adopted to manage biodeterioration in Portuguese institutions, but the problem persists. A historic review of different methodologies used to prevent biodeterioration in the Portuguese context is presented and compared to international trends. It focuses on theories and practices of paper conservation on par with their evolution and a comparison between the art collectors' world and Libraries and Archives is also made. Biodeterioration management has always been a major concern, namely amid librarians and archivists, among the first ones to endorse the implementation of preservation policies. Although preservation awareness has a relatively long history, it is vital to encourage a better understanding of it at the decision-making level. In fact, the implementation of preventive conservation strategies continues to be unsatisfactory, despite the current sustainability issues and the dangers of handling contaminated documentation.

Biodeterioration has been a central subject for libraries and archives. Throughout the ages, different preventive and curative conservation measures were adopted to manage biodeterioration in Portuguese institutions, but the problem persists. A historic review of different methodologies used to prevent biodeterioration in the Portuguese context is presented and compared to international trends. It focuses on theories and practices of paper conservation on par with their evolution and a comparison between the art collectors' world and Libraries and Archives is also made. Biodeterioration management has always been a major concern, namely amid librarians and archivists, among the first ones to endorse the implementation of preservation policies. Although preservation awareness has a relatively long history, it is vital to encourage a better understanding of it at the decision-making level. In fact, the implementation of preventive conservation strategies continues to be unsatisfactory, despite the current sustainability issues and the dangers of handling contaminated documentation.

At the end of 2016 the Portuguese School Libraries Network Program completes 20 years of existence. The aim of this paper is to show the results achieved by the SLNP over these 20 years and its current work to address the challenges of the future. The requirement of the existence of school library ensuring its educational, formative and cultural function, as well as its leadership, quality and training principles marked the first ten years of the Program. In recent years, a second stage due to the digital revolution becomes central prove to the destination of school libraries, leading to face them as “a window to the real and online world”. The Program will pursue its goals and contribute to the new phase of development of libraries through the continuation of a strong focus of all actors in this public policy.No final de 2016 o Programa Rede de Bibliotecas Escolares completa 20 anos de existência. Constitui objeto desta comunicação dar a conhecer os resultados alcançados pelo PRBE ao longo destes 20 anos e o seu trabalho atual para responder aos desafios do futuro. Os primeiros dez anos do Programa firmaram a exigência da biblioteca na escola e o reconhecimento da sua função pedagógica, formativa e cultural, de acordo com princípios de liderança, qualidade e formação. Nos últimos anos, uma segunda etapa decorrente da revolução digital tem vindo a revelar-se central para o destino das bibliotecas escolares, levando a encará- las como “uma janela para o mundo físico e digital”. O Programa pretende prosseguir a sua missão e contribuir para a nova fase de desenvolvimento das bibliotecas, através da continuação de uma forte aposta de todos os atores nesta política pública.

Richardson, Gillian. Ten Ships that Rocked the World. The World of Tens Series. Illus. Kim Rosen. Annick Press, 2015.Although nominally aimed at an audience of 9- to 12-year-olds, this children’s book unconventionally features a formal introduction, concluding epilogue, selected bibliography, further readings list, and a comprehensive index! Author Richardson follows her award-winning first contribution to the World of Tens series, Ten Plants that Shook the World, with this entry recounting the stories of ships significant in world history. The ships range from those of 15th-century, Ming-Chinese Admiral Zheng He’s treasure fleet to the Greenpeace Rainbow Warrior and the super-tanker Sirius Star that was hijacked by Somali pirates and held for ransom in 2008. Along the way, she chronicles Vasco da Gama’s flagship São Gabriel; the Lady Penrhyn which carried 104 women to Australia in 1787 as part of the “First Fleet” of transported convicts; the U.S.S. Susquehanna, that served as Commodore Perry’s flagship on his epic, diplomatic voyage to Japan; the Confederate Navy’s C.S.S. Hunley, the first submarine to sink a warship; the Komagata Maru and its cargo of would-be immigrants from India, turned away from Canada’s shores in 1914; the rechristened steamer Exodus (ex President Warfield), that brought Jewish refugees to the shores of Palestine in 1947; and the motor yacht Granma on which Fidel Castro secretly travelled from Mexico to Cuba in 1956 to incite and lead a revolution.Each vessel is provided with a history, physical description, account of its historical context and significant voyages, and its impact on subsequent world history. Imagined sketches of the experience of some passengers illuminate several of these accounts. All of this provides illustrator Kim Rosen with ample scope to employ photographs to augment her colourful designs and page layouts. The author acknowledges the assistance Capt A.C. Brooking, master mariner, who helped her ensure the accuracy of all things nautical. A book that can amuse, instruct, and be enjoyed by both children, and adults, it is recommended for all school and public libraries. Highly recommended: 4 out of 4 starsReviewer: Merrill DistadHistorian and author Merrill Distad enjoyed a four-decade career building libraries and library collections.

Resumo Competência informacional no ambiente de trabalho é o tema desta investigação que utilizou como método de pesquisa um levantamento, ou survey. O objetivo central do estudo foi investigar a percepção do bibliotecário de órgão público acerca da matéria e verificar o papel que ele representa na implementação de treinamento para tal competência. Aborda aspectos conceituais da competência informacional. Apresenta concepções de teóricos sobre o assunto, destaca sua importância, os benefícios que são alcançados e os obstáculos que dificultam sua aplicação. Tece considerações sobre a função social e educativa do bibliotecário. Investiga o conhecimento do bibliotecário de órgãos públicos do Poder Judiciário Federal, do Ministério Público da União e da Advocacia-Geral da União acerca da matéria examinada e a forma como poderia atuar na implementação de treinamento para que os servidores desses órgãos se tornem competentes informacionais. Usou, como procedimentos para coleta de dados, questionário semiestruturado, encaminhado para 225 bibliotecários de órgãos públicos objeto do estudo, retornando 78 regularmente preenchidos. Os resultados revelaram que os bibliotecários já tinham ouvido referências ao tema, mas as tentativas de conceituá-lo foram difusas. Apontaram as habilidades que devem ser adquiridas, considerando necessário conscientizar servidores, administração e o próprio bibliotecário sobre a importância da competência em informação nas organizações públicas. Entenderam que era deles o desafio de assumir esse papel, desde que adequadamente preparados, e que a biblioteca deve fazer parcerias com outros órgãos públicos e unidades internas, como recursos humanos, a fim de instituir programas específicos para treinamento nessa competência. Apontaram, ainda, os benefícios que podem ser alcançados e obstáculos a serem enfrentados para implantar e desenvolver treinamento em competência informacional no ambiente de trabalho.Palavras-chave competência informacional – ambiente de trabalho; órgão público – bibliotecário; papel educativo – bibliotecárioAbstract The theme of this dissertation is information literacy in the workplace. Using a survey as research method, the study’s principal objective is to investigate the public librarian’s perception and grasp of this concept and verify the role that he/she plays in implementing a training program in such competence. The study discusses conceptual aspects and the development of information competence. It reflects on the social and educational role of the librarians of public organs such as the Federal Judiciary, the Public Ministry of the Union and the Attorney General’s office. This study investigates the librarian’s knowledge of the subject and ways they could participate in the implementation of training so that the employees of the public organs develop information competence. Semi-formal questionnaires were used to obtain the data and were sent to 225 librarians working in these institutions, 78 of which filled out and returned the questionnaires. The data analyzed, the results revealed that the librarians were aware of or had heard of the subject but were unable to clearly explain the core concepts of information competence although some elements of the theme were mentioned. The study’s subjects mentioned the need of acquiring certain skills in order to inform employees, administration and other librarians of the importance of information competence in public organs. The librarians understood that the challenge to assume this role of understanding and disseminating information competence was theirs. Adequately prepared, the library must work together with other public organs and internal units such as human resources to implement specific information competence training programs. The librarians expressed confidence that employees in the public sector would indeed participate in such programs and pointed out the benefits achieved and obstacles to be overcome as a result of these training programs.Keywords information literacy – workplace; public organization – librarian; educative role of librarian

Os debates atuais a respeito da leitura estimulam e exigem uma reflexão mais profunda, com base em tudo que já se sabe sobre o processo de ler e compreender. Os programas de democratização da leitura, oficiais ou não, devem intensificar qualitativamente sua atuação, para fazer frente aos apelos imediatos de um mundo cada vez mais seduzido pela imagem, pela comunicação rápida, e, ao mesmo tempo, devem ampliar quantitativamente os esforços para incluir parcelas cada vez maiores da população. Nesse percurso, muitas vezes descontínuo e cheio de obstáculos, qualquer iniciativa em direção ao estímulo à leitura deve envolver diversos agentes e diferentes segmentos sociais: famílias, escolas, professores, bibliotecários, especialistas, pesquisadores, editores, autores, meios de comunicação, instituições governamentais e nãogovernamentais. Se queremos socializar o direito à leitura, não apenas como correspondência entre sons e letras, mas como forma real de conhecimento, interpretação e compreensão do mundo e do ser humano, é imprescindível uma articulação contínua, intensa e harmoniosa entre esses atores. Palavras-chave: formação de leitores; procedimentos de leitura; educação; ensino. Abstract The present debate concerning reading stimulates and demands a more profound reflection, with bases in all that is known about the process of reading and comprehending. The democratization programs of reading, being them official or not, must qualitatively intensify their performance in order to face the immediate appeal of a world even more seduced by image and by fast communication, and, at the same time, they must quantitatively extend the efforts to include more and more parcels of the population. In this sense, sometimes discontinuous and full of obstacles, any initiative towards stimulating reading must involve several agents and different social segments: families, schools, teachers, librarians, specialists, researchers, editors, authors, media, governmental and non-governmental institutions. If we want to socialize the right to learn how to read, not only as a correspondence between sounds and letters, but as real knowledge, interpreting and comprehending the world and the human being, it is of absolute importance a continuous, intense and harmonious articulation among these actors. Keywords: formation of readers; reading procedures; education; teaching.

The aim of this paper is to describe a feasible way of implementing training and guidance services for empowering learning of digital competences using Spanish public libraries, in accordance with the objectives of the National plan for digital competences. To do so, we outline how new library spaces, which we call “Digital citizenship spaces,” may be configured and equipped, starting with the expansion of facilities or the renovation of existing ones thanks to the funds provided by the plan. Moreover, we present an initial formulation of the actions and services that would be performed in those spaces, the expected facilities, the material and human resources needed, and the training and support model which should sustain them. We advocate for an integrated model which, from the point of view of complementarity, is: (a) contextualized, aimed at the real needs in the everyday lives of the different target groups, (b) inclusive, paying special attention to the particular needs of groups at risk of digital exclusion, (c) participatory, being developed collaboratively with the recipients, the different government and public administration agents, the private education and technology sectors, the third sector that supports vulnerable groups, and professional associations from the field of documentation and information, and (d) aimed at lifelong learning and the creation of opportunities for social innovation, and artistic and cultural creation in the digital context. The target is to contribute to the development of full digital citizenship, considering the public library as the perfect stage for this. Resumen Se describe una posible forma de implantación de servicios de formación y asesoramiento para el aprendizaje y el uso empoderador de la competencia digital a través de las bibliotecas públicas españolas, de acuerdo con los objetivos del Plan nacional de competencias digitales. Para ello, esbozamos cómo podría configurarse y dotarse de medios un nuevo espacio de la biblioteca (a partir de la ampliación de instalaciones o de la reforma de las mismas gracias a los fondos previstos en el plan) que hemos denominado “Espacios de ciudadanía digital”. Además, se realiza una formulación inicial de las actuaciones y servicios que se llevarían a cabo en estos espacios, las posibles infraestructuras y recursos materiales y humanos necesarios, y el modelo de formación y apoyo que lo debería sustentar. Abogamos por un modelo integrado que, desde una visión de complementariedad, fuera: a) contextualizado, orientado a las necesidades reales para la vida cotidiana de los distintos grupos y colectivos destinatarios; b) inclusivo, con una atención específica a las necesidades particulares de los colectivos en riesgo de exclusión digital; c) participativo, desarrollado de forma colaborativa con las personas destinatarias y con distintos agentes de la administración y las instituciones públicas, del sector privado del ámbito tecnológico y la educación, del tercer sector que da apoyo a los grupos vulnerables, y de las asociaciones profesionales del sector de la información y la documentación; y d) orientado a la formación a lo largo de la vida y a la generación de oportunidades para la innovación social y la creación artística y cultural en el contexto digital. El fin es contribuir a la construcción de una ciudadanía digital plena, algo para lo que consideramos la biblioteca pública un lugar idóneo.

“K29.” One day it will be me (oh please let it be so). When I’m K29, it will mean that my book is on the shelf of a library which has a collection large enough to employ the Cutter-Sanborn Three Figure Author Table so that it might translate “Kelly” to code. K29 grates a little, sure—I’d prefer the visually softer, assonantal, sonorous J88 for Joy, or the zippiness of Laâbi’s L111—but that’s just a personal preference. K29, J88, L111: divested of their link to authors’ surnames, it can be argued that Cutter-Sanborn numbers have a particular relationship to the practice of “scanning” as a mode of reading. These numbers are available to two types of scanning (in fact, they are perhaps available only to scanning and not “reading”). On a superficial level, they promote the scan which is purely pragmatic: the brief glimpse or glance, a looking which does not know or care what the number represents. Or they may be subject to the analytical scan which is an act of scrutiny, or interrogation. That is to say, while the Cutter-Sanborn number is open to decipherment, it is constitutionally affective (“sonorous”, “zippy”) and effective (as a library tool) for everyone, even those disinterested in its deeper codified meaning. This essay considers what a superficial scan of the Cutter-Sanborn number could signify for all who encounter it, and offers an idiosyncratic account of the possibilities of deeper, scrutinising signification, in particular its ramifications for the author it contracts. The author number is the heart of the book number, and the Cutter-Sanborn number is a particular type—indeed a paradigm—of the author number. It is used especially by libraries employing Dewey Decimal Classification (Lehnus 76). The book number is designed to sub-arrange books which share the same classification number, and is thus formed by those letters and figures which follow the classification number. Abdellatif Laâbi’s L’arbre de fer fleurit, for example, is represented by the call number 848.9964 L111 E 1 at the University of Sydney Library: 848.9964 is a subdivision within the Dewey class of 848 for French miscellaneous writings; L111 E 1 is the book number, broadly conceived. Accordingly, the overall call number structure is worldly, then parochial. Book numbers thus create and express the singularity of books within an institution which, through classification, create and range a community of books. Book numbers are assigned on the basis of the library’s extant collection: new acquisitions are inserted around those numbers already bestowed. Lisa Zhao writes “We have to accept the shelflist (sic.) we have” (116), and thus numbers may vary for the same books at different libraries. Book numbers, it may be seen, are designations of philosophical, textual, and bibliographic consequence. The Cutter-Sanborn number is derived from a table that numerates letter combinations in order to maintain an alphabetical arrangement on the shelves. Charles Cutter printed the first of several versions of his author number scheme in 1880; Kate Emery Sanborn later revised it to produce the Table’s most popular edition (Lehnus 18, 37-42). The Cutter-Sanborn number’s familiar contemporary form is a first initial followed by two, three, or more digits. No matter what a patron knows about the Cutter-Sanborn number, it will be impossible to miss the number’s recurring formal feature of lopsidedness. The mnemonic initial is consistently overpowered by a splatter of integers. Numbers appear as the furthered refinement. The single letter becomes almost incidental—a blunted, rudimentary, and superseded signifier—against a run of figures which seem more attenuating, demanding, or sophisticated. The Cutter-Sanborn number seems to suggest that the numbers enhance the letters, but it is an enhancement which denies the patron easy intelligibility. It substitutes a number for a name it still hints at with a first initial, and the precision of this former device creates a designation that looks like a measure of the book. This conception is facilitated by the everyday scanning eye undertaking a traversing kind of interpretation, not a probing one. Why should the critic probe any deeper than this: why disturb the Cutter-Sanborn number beyond remarking on its simple utility and its affective scientism? Because of the Cutter-Sanborn number’s own pretensions. Conceived by Charles Cutter, the Cutter number was instrumental in the book number’s task of ensuring that “every volume has its own mark, shared with no other volume, its proper name, by which it is absolutely identified” (quoted in Lehnus, 9). The discourse surrounding the genesis of Cutter numbers was thus one of radical individuality. In spite of not being easily legible, the Cutter number hoped to be a kind of translation: Melvil Dewey, for instance, claimed that author numbers “are significant like our class numbers, and translate themselves into the name” (quoted in Lehnus, 27). The Cutter number is historically implicated by its optimistic aspirations of absolute identification, translation, and comprehensibility. This optimism has served it well—a Library Journal editorial blithely suggested that a new innovation “may be the best idea since Cutter numbers” (Berry III, 96)—but it has also obscured investigation of the way in which the Cutter-Sanborn number functions by presupposing its own adequacy. ‘Cuttered’, the author mark holds that said author may be satisfactorily equated with their name, which may be satisfactorily equated with a number. The author has their proper name converted for and contributed to another “proper name” (Cutter’s exact words), that of the volume. This latter proper name is claimed to be superior: “more exact,” suggests Dewey, “than a full written title, as it specifies the identical copy” (Dewey, 296). It is a proper name, then, which is motivated by a blinkered allegiance to the limitable unit and presence of the book. Jacques Derrida, in explaining the replacement of the proper name of a particular author with the designation “Sarl”—an acronym of Société à responsabilité limitée (Society with Limited Responsibility), bestowed so as to acknowledge all the named and unnamed signatures bearing upon the article under question—declares “I hope that the bearers of proper names will not be wounded by this technical or scientific device” (36). I would like to suggest that this is a sentiment that may also be applicable for book authors whose names have been “translated” into Cutter numbers, albeit that the library is more insouciant in expressing any repentance for its actions. The Cutter number format accounts for the book in particular standardising ways, which authors’ names have connotative apparatus (biography, contingency, etymology) to prevent. Derrida recognises his renaming may affront the author, but does not try in any way to mitigate this indignity. He does no more than express the hope that if he did in fact wound the author, that this wasn’t the case. The corollary of this position is that any injury is worthwhile, or has been compensated for elsewhere. The author number’s result is nothing less than an expression of confidence in the viability of transacting a human proper name. A “transaction” concludes something: that something would be concluded was inevitable from the moment that Cutter’s words “by which [the volume] is absolutely identified” established the book number’s precept of satisfaction. The Cutter-Sanborn number concludes a care for human susceptibility: the wound Derrida excises is an ego celebrated in paragraph one and now (I wish to say fully) relinquished. In these very particular book number places—on the shelf-marker, on the spine, and on the sticker—a reduced human authority is proposed. The Cutter-Sanborn number is a text with the express purpose to create an author who has limited ability to claim, and limited ability to connote. In the Cutter-Sanborn number, the book’s author is only just present. They may be able to be traced, but I would like to suggest that in the Cutter number the author is presented without spoil (that is, presented without the rot or reward attendant upon the contingencies and connotations of a human proper name). Consider, furthermore, the genesis of individual Cutter-Sanborn numbers themselves. Any Cutter-Sanborn number has Cutter and Sanborn as ur-authors, but individual authors—working in libraries everywhere—have no means of claiming the number they allocate as their own. The Cutter-Sanborn number simultaneously proposes reduced individual authority and enacts reduced individual authority. The Cutter-Sanborn number is thus available for use by critical textual practices sincerely and self-reflexively, both as an alternative authorial designation (traceable, connotative but standardising, international but relative), and as a model in the task of re-imagining authorship. There is, however, a complicating factor. The Cutter-Sanborn number has proven bibliographically mobile. Its form of an initial followed by digits has been adapted to denote not only authors but titles, topics, subjects, place names, and even publication dates. For example, in the call number of a book entitled Power Sales Presentations: Complete Sales Dialogues for Each Critical Step of the Sales Cycle, a Cutter number P74 stands for the topic “Presentations” (O’Neill). The Cutter-Sanborn number format assimilates book features, it is slippery. In these assorted adaptations, the Cutter-Sanborn number manifests bibliographic features indiscriminately. However incomprehensible the number may appear at each individual occurrence, as a fabrication it does indeed always broadcast various measures of the book. The author’s proper name is thus potentially reduced to just one factor among many: other factors may be given equal leverage. (It is only now that the full consequence of the Cutter-Sanborn number’s sophistication is becoming evident: for devotees of these factors, in particular the author, its totalising representation veers towards sophistry.) A single initial followed by a splatter of integers, which could refer to any bibliographic thing? The Cutter-Sanborn number is an agitator: imprecise in its target, but utterly confident in the genius of its own designative force. The Cutter-Sanborn number does not encourage the scanning, probing eye to look closely, but upon investigation one can discern its paradoxical attempt to challenge author authority while trying to cement its own. Subject to two different types of scanning eye, the Cutter-Sanborn number and its wider contextual environment of the book number destabilise and reconfigure ideas of authorship, simultaneously reducing and promoting it. These doubly scannable codes—these eminent library figures—have implications for the reading of books themselves. In textualising and deprioritising the author, in varying according to location, and in mitigating the grand narratives of classification, the book number has a stake in postmodern expression. And so this essay has been cautionary: it is wary of claiming or promoting book number literacy because of these very evidences of decentralisation. But this relativity is not a problem, as the book number is a thing so saturated in code that a degree of unintelligibility is in fact integral to its message. Unintelligibility need not be white noise. The book number is available to be read impressionistically—that is, available to be read in a manner somewhere between the two paradigmatic scanning cases of those indifferent and those intrigued. A fiction book from a scholarly archive stamped and stickered 853.91 C168 J8 T 1—the example is Italo Calvino’s If on a Winter’s Night a Traveller—is a different text to the version marked F-CAL from a local library. The first example’s complex denotation and brute extent does not so well accommodate the accessible and leisured reading suggested by the second. Calvino from the local is on my time, and its direct address—F-CAL, Fiction: Calvino—is integral in facilitating this. This observation reveals that book number analysis cannot be trusted for any reason, other than that of the Cutter-Sanborn number’s refusal to coalesce adequately across libraries and submit to investigation. Book number analysis is suspect too because, in explaining parts of the book number’s code, analysis pollutes the same experience’s affective value. The loss is significant, as innocence or ignorance is not easily regained. It is ironic that this essay—itself a measured study—must in the final analysis refuse the polarity of the two modes of scan initially posited as exemplary for encountering book numbers (the unaffected glance; the probing need to intuit and ramify), in order to reinstitute and advocate a mode of experience that the book number, within its stipulated self, excludes: susceptibility, a mere responsiveness to presence. References Berry III, John N. “Certification: Is It Worth the Price?” Editorial. Library Journal 15 Feb. 2001: 96. Cutter-Sanborn Three-Figure Author Table: Swanson-Swift Revision, 1969. Chicopee, Ma: H. R. Huntting, 1969. Derrida, Jacques. “Limited Inc a b c…” Trans. Samuel Weber. Glyph 2 (1977). Rpt. in Limited Inc. By Derrida. Evanston, Il: Northwestern UP, 1988. Dewey, Melvil. “Eclectic Book-Numbers.” Library Journal 11 (1886): 296-301. Laâbi, Abdellatif. L’arbre de fer fleurit: Poémes (1972). Paris: Oswald, 1974. Lehnus, Donald J. Book Numbers: History, Principles, and Application. Chicago: ALA, 1980. O’Neill, Edward T. “Cuttering for the Library of Congress Classification.” Annual Review of OCLC Research 1994 1 Jul. 2005. http://digitalarchive.oclc.org/da/ViewObject.jsp? fileid=0000002650:000000058648&reqid=701>. Zhao, Lisa. “Save Space for ‘Newcomers’ – Analyzing Problems in Book Number Assignment under the LCC System.” Cataloging & Classification Quarterly 38.1 (2004): 105-19. Citation reference for this article MLA Style Kelly, Michelle. "Eminent Library Figures: A Reader." M/C Journal 8.4 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0508/07-kelly.php>. APA Style Kelly, M. (Aug. 2005) "Eminent Library Figures: A Reader," M/C Journal, 8(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0508/07-kelly.php>.

Anders Toftgaard: “Perhaps even this distress it will some day be a joy to recall”. On Giacomo Castelvetro’s manuscripts in The Royal Library, Copenhagen. In exile from his beloved Modena, Giacomo Castelvetro (1546–1616) travelled in a Europe marked by Reformation, counter-Reformation and wars of religion. He transmitted the best of Italian Renaissance culture to the court of James VI and Queen Anna of Denmark in Edinburgh, to the court of Christian IV in Copenhagen and to Shakespeare’s London, while he incessantly collected manuscripts on Italian literature and European contemporary history. Giacomo Castelvetro lived in Denmark from August 1594 to 11 October 1595. Various manuscripts and books which belonged to Giacomo Castelvetro in his lifetime, are now kept in the Royal Library in Copenhagen. Some of them might have been in Denmark ever since Castelvetro left Denmark in 1595. Nevertheless, Giacomo Castelvetro has never been noticed by Danish scholars studying the cultural context in which he lived. The purpose of this article is to point to Castelvetro’s presence in Denmark in the period around Christian IV’s accession and to describe two of his unique manuscripts in the collection of the Royal Library. The Royal Library in Copenhagen holds a copy of the first printed Italian translation of the Quran, L’Alcorano di Macometto, nel qual si contiene la dottrina, la vita, i costumi et le leggi sue published by Andrea Arrivabene in Venice in 1547. The title page bears the name of the owner: Giacº Castelvetri. The copy was already in the library’s collections at the time of the Danish King Frederic III, in the 1660’s. The three manuscripts from the Old Royal collection (GKS), GKS 2052 4º, GKS 2053 4º and GKS 2057 4º are written partly or entirely in the hand of Giacomo Castelvetro. Moreover, a number of letters written to Giacomo Castelvetro while he was still in Edinburgh are kept among letters addressed to Jonas Charisius, the learned secretary in the Foreign Chancellery and son in law of Petrus Severinus (shelf mark NKS (New Royal Collection) 1305 2º). These letters have been dealt with by Giuseppe Migliorato who also transcribed two of them. GKS 2052 4º The manuscript GKS 2052 4º (which is now accessible in a digital facsimile on the Royal Library’s website), contains a collection of Italian proverbs explained by Giacomo Castelvetro. It is dedicated to Niels Krag, who was ambassador of the Danish King to the Scottish court, and it is dated 6 August 1593. The title page shows the following beautifully written text: Il Significato D’Alquanti belli & vari proverbi dell’Italica Favella, gia fatto da G. C. M. & hoggi riscritto, & donato,in segno di perpetua amicitia, all ecc.te.D. di legge, Il S.r. Nicolò Crachio Ambas.re. del Ser.mo Re di Dania a questa Corona, & Sig.r mio sempre osser.mo Forsan & haec olim meminisse iuvabit Nella Citta d’Edimborgo A VI d’Agosto 1593 The manuscript consists of 96 leaves. On the last page of the manuscript the title is repeated with a little variation in the colophon: Qui finisce il Significato D’alquanti proverbi italiani, hoggi rescritto a requisitione del S.r. Nicolo Crachio eccelente Dottore delle civili leggi &c. Since the author was concealed under the initials G.C.M., the manuscript has never before been described and never attributed to Giacomo Castelvetro. However, in the margin of the title page, a 16th century hand has added: ”Giacomo Castelvetri modonese”, and the entire manuscript is written in Giacomo Castelvetro’s characteristic hand. The motto ”Forsan et haec olim meminisse iuvabit” is from Vergil’s Aeneid (I, 203); and in the Loeb edition it is rendered “Perhaps even this distress it will some day be a joy to recall”. The motto appears on all of the manuscripts that Giacomo Castelvetro copied in Copenhagen. The manuscript was evidently offered to Professor Niels Krag (ca. 1550–1602), who was in Edinburgh in 1593, from May to August, as an ambassador of the Danish King. On the 1st of August, he was knighted by James VI for his brave behaviour when Bothwell entered the King’s chamber in the end of July. The Danish Public Record Office holds Niels Krag’s official diary from the journey, signed by Sten Bilde and Niels Krag. It clearly states that they left Edinburgh on August 6th, the day in which Niels Krag was given the manuscript. Evidently, Castelvetro was one of the many persons celebrating the ambassadors at their departure. The manuscript is bound in parchment with gilded edges, and a gilded frame and central arabesque on both front cover and end cover. There are 417 entries in the collection of proverbs, and in the explanations Giacomo Castelvetro often uses other proverbs and phrases. The explanations are most vivid, when Castelvetro explains the use of a proverb by a tale in the tradition of the Italian novella or by an experience from his own life. The historical persons mentioned are the main characters of the sixteenth century’s religious drama, such as Henry VIII, Edward VI, Mary I, Elizabeth, James VI, Henry Howard, Earl of Surrey, and his son, Thomas Howard, 4th Duke of Norfolk, Gaspard de Coligny and the Guise family, Mary Stuart, Don Antonio, King of Portugal, the Earl of Bothwell and Cosimo de’ Medici. The Catholic Church is referred to as “Setta papesca”, and Luther is referred to as “il grande, e pio Lutero” (f. 49v). Giovanni Boccaccio and Francesco Petrarca are referred to various times, along with Antonio Cornazzano (ca. 1430–1483/84), the author of Proverbi in facetie, while Brunetto Latini, Giovanni Villani, Ovid and Vergil each are mentioned once. Many of the explanations are frivolous, and quite a few of them involve priests and monks. The origin of the phrase “Meglio è tardi, che non mai” (52v, “better late than never”) is explained by a story about a monk who experienced sex for the first time at the age of 44. In contrast to some of the texts to be found in the manuscript GKS 2057 4º the texts in GKS 2052 4º, are not misogynist, rather the opposite. Castelvetro’s collection of proverbs is a hitherto unknown work. It contains only a tenth of the number of proverbs listed in Gardine of recreation (1591) by John Florio (1553?–1625), but by contrast these explanations can be used, on the one hand, as a means to an anthropological investigation of the past and on the other hand they give us precious information about the life of Giacomo Castelvetro. For instance he cites a work of his, “Il ragionamento del Viandante” (f. 82r), which he hopes to see printed one day. It most probably never was printed. GKS 2057 4º The manuscript GKS 2057 4º gathers a number of quires in very different sizes. The 458 folios in modern foliation plus end sheets are bound in blue marbled paper (covering a previous binding in parchment) which would seem to be from the 17th century. The content spans from notes to readyforprint-manuscripts. The manuscript contains text by poets from Ludovico Castelvetro’s generation, poems by poets from Modena, texts tied to the reformation and a lot of satirical and polemical material. Just like some of Giacomo Castelvetro’s manuscripts which are now in the possession of Trinity College Library and the British Library it has “been bound up in the greatest disorder” (cf. Butler 1950, p. 23, n. 75). Far from everything is written in the hand of Giacomo Castelvetro, but everything is tied to him apart from one quire (ff. 184–192) written in French in (or after) 1639. The first part contains ”Annotationi sopra i sonetti del Bembo” by Ludovico Castelvetro, (which has already been studied by Alberto Roncaccia), a didactic poem in terza rima about rhetoric, “de’ precetti delle partitioni oratorie” by “Filippo Valentino Modonese” , “rescritto in Basilea a XI di Febraio 1580 per Giacº Castelvetri” and the Ars poetica by Horace translated in Italian. These texts are followed by satirical letters by Nicolò Franco (“alle puttane” and “alla lucerna” with their responses), by La Zaffetta, a sadistic, satirical poem about a Venetian courtisane who is punished by her lover by means of a gang rape by thirty one men, and by Il Manganello (f. 123–148r), an anonymous, misogynistic work. The manuscript also contains a dialogue which would seem to have been written by Giacomo Castelvetro, “Un’amichevole ragionamento di due veri amici, che sentono il contrario d’uno terzo loro amico”, some religious considerations written shortly after Ludovico’s death, ”essempio d’uno pio sermone et d’una Christiana lettera” and an Italian translation of parts of Erasmus’ Colloquia (the dedication to Frobenius and the two dialogues ”De votis temere susceptis” and ”De captandis sacerdotiis” under the title Dimestichi ragionamenti di Desiderio Erasmo Roterodamo, ff. 377r–380r), and an Italian translation of the psalms number 1, 19, 30, 51, 91. The dominating part is, however, Italian poetry. There is encomiastic poetry dedicated to Trifon Gabriele and Sperone Speroni and poetry written by poets such as Torquato Tasso, Bernardo Tasso, Giulio Coccapani, Ridolfo Arlotti, Francesco Ambrosio/ Ambrogio, Gabriele Falloppia, Alessandro Melani and Gasparo Bernuzzi Parmigiano. Some of the quires are part of a planned edition of poets from Castelvetro’s home town, Modena. On the covers of the quires we find the following handwritten notes: f. 276r: Volume secondo delle poesie de poeti modonesi f. 335v: VII vol. Delle opere de poeti modonesi f. 336v; 3º vol. Dell’opere de poeti modonesi f. 353: X volume dell’opre de poeti modonesi In the last part of the manuscript there is a long discourse by Sperone Speroni, “Oratione del Sr. Sperone, fatta in morte della S.ra Giulia Varana Duchessa d’Urbino”, followed by a discourse on the soul by Paulus Manutius. Finally, among the satirical texts we find quotes (in Latin) from the Psalms used as lines by different members of the French court in a humoristic dialogue, and a selection of graffiti from the walls of Padua during the conflict between the city council and the students in 1580. On fol. 383v there is a ”Memoriale d’alcuni epitafi ridiculosi”, and in the very last part of the manuscript there is a certain number of pasquinate. When Castelvetro was arrested in Venice in 1611, the ambassador Dudley Carleton described Castelvetro’s utter luck in a letter to Sir Robert Cecil, stating that if he, Carleton, had not been able to remove the most compromising texts from his dwelling, Giacomo Castelvetro would inevitably have lost his life: “It was my good fortune to recover his books and papers a little before the Officers of the Inquisition went to his lodging to seize them, for I caused them to be brought unto me upon the first news of his apprehension, under cover of some writings of mine which he had in his hands. And this indeed was the poore man’s safetie, for if they had made themselves masters of that Magazine, wherein was store and provision of all sorts of pasquins, libels, relations, layde up for many years together against their master the Pope, nothing could have saved him” Parts of GKS 2057 4º fit well into this description of Castelvetro’s papers. A proper and detailed description of the manuscript can now be found in Fund og Forskning Online. Provenance GKS 2052 4ºon the one side, and on the other side, GKS 2053 4º and GKS 2057 4º have entered The Royal Library by two different routes. None of the three manuscripts are found in the oldest list of manuscripts in the Royal Library, called Schumacher’s list, dating from 1665. All three of them are included in Jon Erichsen’s “View over the old Manuscript Collection” published in 1786, so they must have entered the collections between 1660 and 1786. Both GKS 2053 4º and GKS 2057 4º have entered The Royal Library from Christian Reitzer’s library in 1721. In the handwritten catalogue of Reitzer’s library (The Royal Library’s archive, E 15, vol. 1, a catalogue with very detailed entries), they bear the numbers 5744 and 5748. If one were to proceed, one would have to identify the library from which these two manuscripts have entered Reitzer’s library. On the spine of GKS 2053 4º there is a label saying “Castelvetro / sopra Dante vol 326” and on f. 2r the same number is repeated: “v. 326”. On the spine of GKS 2057 4º, there is a label saying “Poesie italiane, vol. 241”, and on the end sheet the same number is repeated: “v. 241”. These two manuscripts would thus seem to have belonged to the same former library. Many of the Royal Library’s manuscripts with relazioni derive from Christian Reitzer’s library, and a wide range of Italian manuscripts which have entered the Royal Library through Reitzer’s library have a similar numbering on spine and title page. Comparing these numbers with library catalogues from the 17th century, one might be able to identify the library from which these manuscripts entered Reitzer’s library, and I hope to be able to proceed in this direction. Conclusion Giacomo Castelvetro was not a major Italian Renaissance writer, but a nephew of one of the lesser-known writers in Italian literature, Ludovico Castelvetro. He delivered yet another Italian contribution to the history of Christian IV, and his presence could be seen as a sign of a budding Italianism in Denmark in the era of Christian IV. The collection of Italian proverbs that he offered to Niels Krag, makes him a predecessor of the Frenchman Daniel Matras (1598–1689), who as a teacher of French and Italian at the Academy in Sorø in 1633 published a parallel edition of French, Danish, Italian and German proverbs. The two manuscripts that are being dealt with in this article are two very different manuscripts. GKS 2052 4º is a perfectly completed work that was hitherto unknown and now joins the short list of known completed works by Giacomo Castelvetro. GKS 2057 4º is a collection of variegated texts that have attracted Giacomo Castelvetro for many different reasons. Together the two manuscripts testify to the varied use of manuscripts in Renaissance Italy and Europe. A typical formulation of Giacomo Castelvetro’s is “Riscritto”. He copies texts in order to give them a new life in a new context. Giacomo Castelvetro is in the word’s finest sense a disseminator of Italian humanism and European Renaissance culture. He disseminated it in a geographical sense, by his teaching in Northern Europe, and in a temporal sense through his preservation of texts for posterity under the motto: “Perhaps even this distress it will some day be a joy to recall”.

New types of workflows are being used in science that couple traditional distributed and high-performance computing (HPC) with data-intensive approaches, and orchestrate ensembles of numerical simulations and artificial intelligence (AI) models. Such workflows may use AI models to supplement computation where numerical simulations may be too computationally expensive, to automate trivial yet time consuming operations, to perform preliminary selections among intractable numbers of combinations in domains as diverse as protein binding, fine-grid climate simulations, and drug discovery. They offer renewed opportunities for scientific research but exhibit high computational, storage and communications requirements [Goble et al. 2020, Al-Saadi et al. 2021, da Silva et al. 2021]. These workflows can be orchestrated by workflow management systems (WMS) and built upon composable blocks that facilitate task placement and resource allocation for parallel executions on high performance systems [Lee et al. 2021, Merzky et al. 2021]. The scientific computing communities running these kinds of workflows have been slow to adopt Findable, Accessible, Interpretable, and Re-usable (FAIR) principles, in part due to the complexity of workflow life cycles, the numerous WMS, and the specificity of HPC systems with rapidly evolving architectures and software stacks, and execution modes that require resource managers and batch schedulers [Plale et al. 2021]. FAIR Digital Objects (FDO) that encapsulate bit sequences of data, metadata, types and persistent identifiers (PID) can help promote the adoption of FAIR, enable knowledge extraction and dissemination, and contribute to re-use [De Smedt et al. 2020]. As workflows typically use data and software during planning and execution, FDOs are particularly adapted to enable re-use [Wittenburg et al. 2020]. But the benefits of FDOs such as automating data processing and actionable DO collections cannot be realized without the main components of FAIR, rich metadata and clear identifiers, being universally adopted in the community. These components are still elusive for HPC digital objects. Some metadata are added after results have been produced, are not described by controlled vocabularies, and typically left unconstrained, resulting in inefficient processes and loss of knowledge. Persistent identifiers are added at the time of publication to data supporting conclusions, so only a very small amount of data are being shared outside a small community of researchers “in the know”. In this conceptual work, one can distinguish several kinds of FDOs for HPC workflows that present both common and specific challenges to the development of canonical DO infrastructure and the implementation of FDO workflows that we discuss below: result FDOs represent computational results obtained when program execution complete, performance FDOs that contain performance measures and results from code optimization on parallel, heterogeneous architectures, intermediate FDOs from intermediate states of workflow execution, obtained from HPC checkpointing. result FDOs represent computational results obtained when program execution complete, performance FDOs that contain performance measures and results from code optimization on parallel, heterogeneous architectures, intermediate FDOs from intermediate states of workflow execution, obtained from HPC checkpointing. All these FDOs for HPC workflows should include the computing environment and system specifications on which code was executed for metadata rich enough to enable re-usability [Pouchard et al. 2019]. Containers are often being used to capture dependencies between underlying libraries and versions in the execution environment for the installation and re-use of software code [Lofstead et al. 2015, Olaya et al. 2020]. But containers published in code repositories are made available without identifiers registered with resolvers. For instance, to attribute a Digital Object Identifier to software shared in github, one must perform the additional step of registering the code into Zenodo. FDOs extracted and built in the context of a canonical workflow framework including collections will help with the attribution of persistent identifiers and the linking of execution environment with data and workflow. Computational results may include machine learning predictions resulting form stochastic training of non-deterministic models. Neural networks and deep learning models present specific challenges to result FDOs related to provenance and the selection of quantities needed to include in an FDO for the re-use of results. What information needs to be included in a FAIR Digital Object encapsulating deep learning results to make it persistent and re-usable? The description of method, data and experiment recommended in [Gundersen and Kjensmo 2018] can be instantiated in a FDO collection. To make it re-usable, it should include the model architecture, the machine learning platform and its version, a submission script that contains hyperparameters, the loss function, batch size and number of epochs [Pouchard et al. 2020]. Challenges specific to digital objects containing performance measures for HPC workflows are those related to size, selection and reduction. Performance data at scale tends to be very large, thus a principled approach to selection is needed to determine which execution counters must be included in FDOs for performance reproducibility of an application [Patki et al. 2019]. Performance FDOs should include the variables selected to show their impact on performance and the methods used for selection: do such variables represent outliers in performance metrics? What methods and thresholds are used to qualify as outliers, what impact do these outliers have on overall performance of an execution? A key contributor to the failure to capture important information in HPC workflows is that metadata and provenance capture is often “bolted on” after the fact and in a piecemeal, cumbersome, inefficient manner that impedes further analysis. An FDO approach including DO collections at the appropriate level of abstraction and rich metadata is needed. Capturing metadata automatically must take into account the appropriate granularity level for re-use across system layers and abstraction levels. Intermediate FDOs capture and fuse metadata across multiple sources during the planning and execution stages [Nicolae 2022]. Some tools already exist. Darshan is a scalable tool summarizing Input/Output file characteristics [Dai et al. 2019], Radical Cybertools [Merzky et al. 2021] can produce the provenance task graph of an execution. Such tools could be included in a canonical workflow framework as they present a path forward for composable services for HPC and would guarantee a level of encapsulation into DOs favorable to re-use.

Morning report (MR) is a valued educational experience in internal medicine training programs. Many senior residents and faculty have not received formal training in how to effectively facilitate MR. Faculty at the University of Toronto were surveyed to provide insights into what they felt were key elements for the successful facilitation of MR. These insights fell within 5 major categories: planning and preparation, the case, running the show, wrapping up and closing the loop.Résumé Le rapport du matin (RM) est un outil pédagogique précieux dans les programmes de formation en médecine interne. Nombre de résidents séniors et de membres du corps enseignant n’ont toutefois jamais reçu de formation officielle sur la façon de faciliter l’élaboration du RM. Nous avons sondé les membres du corps enseignant de l’université de Toronto pour avoir un aperçu de ce qu’ils percevaient comme étant des éléments-clés susceptibles d’améliorer grandement l’élaboration du RM. Les réponses reçues se répartissent en cinq principales catégories: la planification et la préparation du RM, les caractéristiques du cas évalué, l’importance et la façon de prendre en main le processus, le résumé des informations et l’art de « boucler la boucle». Morning report (MR) has long been an integral and valued part of Internal Medicine training programs in North America.1,2 Some residents recognize MR as the most important educational activity during their training.3 Medical students, residents and faculty typically attend MR. Although the structure and function of MR can vary across institutions, it usually involves a case-based discussion facilitated by a faculty member, chief medical resident (CMR), or other senior resident. The facilitator discusses pertinent aspects of one or more clinical cases to teach medical knowledge, clinical reasoning and other important aspects of physician competencies, such as communication and collaboration skills. 4 Residents have expressed a preference for an interactive teaching session led by an individual with extensive medical knowledge and excellent clinical acumen.5Despite trainees’ perceptions about the core educational function of MR and their preference for skilled facilitators, most residents and many faculty have never received any formal training on how to conduct an effective MR. This, coupled with a lack of resources in the literature, may contribute to feelings of trepidation about assuming the role of facilitator.6 Based on this need, we were invited by the organizing group of residents at the 2015 Canadian CMR Conference, held in Toronto, Canada, to lead a seminar to introduce CMRs to the principles of effective MR facilitation. The conference was attended by over 70 current and future CMRs. In preparation for this seminar, we reviewed available literature and found that practical guidelines on how to facilitate a successful MR were generally lacking. To help us to provide guidance and to capture broad opinions and experiences, we recruited a sample of 24 faculty at the University of Toronto, including many award-winning teachers whose experience in leading MR ranges from 3 to over 30 years. We asked them to provide insights into what they felt were key elements of facilitating a successful MR. While not a systematic collection of data, their insights taken together represent a broad experience base. Given the relative lack of evidence-based literature describing how to facilitate MR, we decided to disseminate a refined summary of the shared wisdom we uncovered in hopes that it would benefit other CMRs and junior faculty as they take on this challenging role.The insights provided fall within 5 main themes (Table 1) which are discussed below, followed by a brief discussion about future directions for MR:1) Planning and preparation2) The case3) Running the show4) Wrapping up5) Closing the LoopTable 1. Experience-Based Tips to Running an Effective Morning ReportPLANNING AND PREPARATION:1) Ensure audiovisual aids are present and working before starting. 2) Start and end on time. 3) Encourage all faculty to attend and participate. 4) Know the audience (including names).THE CASE:5) The case can be undifferentiated or one for which the diagnosis and even response to treatment is known. 6) There are pros and cons to the facilitator knowing details of the case in advance. 7) If details of the case are not known to the facilitator, determine with the person presenting if the discussion should be focused on diagnosis, management or other pertinent issues. 8) Cases need not be limited to inpatients and can include ambulatory cases and case simulations.RUNNING THE SHOW:9) Establish a respectful learning climate. 10) Personal anecdotes and reflections on past cases can engage the audience. 11) Ensure time is spent discuss learning issues valuable to all present. 12) Facilitate and engage in discussion rather than deliver a lecture. 13) Use a mix of pattern recognition (heuristics) and analytical reasoning strategies. 14) Start with a question that has an obvious answer if dealing with a quiet audience. 15) Promote volunteerism for answers as much as possible, but direct a question to a specific person if no one volunteers. 16) Begin by engaging the most junior learners and advance to involve senior learners. 17) Encourage resource stewardship and evidence-based medicine. 18) Acknowledge areas of uncertainty and don’t be afraid to say “I don’t know”. 19) Teaching “scripts” or the use of a systematic approach to developing a differential diagnosis can be used when discussing less familiar topics. 20) Highlight the variability in clinical approach amongst "the experts" in the room.WRAPPING-UP:21) Ensure there is time to summarize “take home points”. 22) Provide learners with the opportunity to summarize what they have learned.CLOSING THE LOOP23) Reinforcement of learning can include a distribution of a relevant paper or providing a summary of learning points via email or blog. 24) Maintain a case log to ensure a balanced curriculum. 25) Provide feedback to the case presenter and facilitator.Planning and Preparation It is important for the organizer and facilitator (these may or may not be the same person) to be diligent when preparing for MR. The person in charge of organizing MR should ensure that all necessary audiovisual equipment is in working order, which may be as simple as ensuring there is a whiteboard and working marker. To optimize housestaff attendance, the sessions and facilitators should be scheduled in a regular and predictable way. The lure of a light breakfast should not be underestimated and may add to the social aspect of this event. Sessions should begin and finish on time (or even slightly early). Ideally, deferring pages for all but critical clinical issues should occur. Having faculty regularly attend MR as audience participants, and not just as facilitators, improves the attendance of learners who see through role-modelling the importance of continuing medical education and lifelong learning. Faculty presence also raises the level of discussion around grey areas of diagnosis and management, providing trainees with a spectrum of opinions and approaches to clinical medicine, specifically role-modelling how faculty approach clinical uncertainty. The organizer must also ensure that someone, usually a trainee, is responsible for bringing the details of one or more clinical cases to be discussed.The facilitator should ensure they know the names and year of training of the housestaff in attendance. It is helpful if the organizer can provide a list (ideally with pictures) of those who will be in attendance for the facilitator to reference. Over time, this helps to develop a sense of community within the group. It also allows the facilitator to engage all participants and with the goals of first posing level-specific questions to the more junior learners and ending with the most senior learners.The Case The selected clinical case can be either a new patient seen in consultation in the past 24 hours or a patient that has been in hospital for some time and for whom results of investigations and response to treatment are known. Ideally, the majority of the cases selected should not involve particularly rare medical issues and should mirror the clinical case mix of patients being cared for by the trainees. Trainees will benefit more from discussions about common clinical problems rather. However, to highlight issues of diagnostic reasoning, it can be beneficial to occasionally discussing uncommon case including typical presentations of rare diseases or unusual presentations of common problems.The faculty surveyed expressed differing opinions when asked if they thought the details of the case should be known to the facilitator in advance. Knowing the details of the case in advance can ensure the facilitator is comfortable with the content area and allows them to focus on aspects of the case that they think will have the highest learning impact for trainees. However, when the case is not known to the facilitator, the audience will be more likely to garner insight into the clinical reasoning process of the facilitator. The opportunity to learn about the cognitive process that an “expert” uses when generating a differential diagnosis and formulating plans for investigation and management is potentially much more valuable than the discussion of content that could be read in a textbook or electronically. When the details of a case are not known, the discussion is more spontaneous and the lines of discussion are more reflective of the thoughts of the trainees, rather than the facilitator. The discussion can be guided by the case itself and the trainees’ questions and answers. A mixed approach to case discussion will provide the variety that the participants value.Although traditionally MR has focused on the diagnosis or management of one or more clinical cases from the inpatient service, its format is flexible enough to provide opportunity for discussion or for other important aspects of patient care. MR can also address ambulatory cases,7 include the presence of a real patient for the purposes of highlighting history-taking and clinical findings and also incorporate discussion of simulated cases, such as code blue scenarios. The discussion can also be enriched by the health professionals from other disciplines including, pharmacists, physical therapists, occupational therapists, nurses, and social workers. The case can also be selected to allow the discussion to be focused on other specific elements of management, such as resource utilization and “choosing wisely,”8 quality and safety, bioethics, and evidence-based medicine.9Running the Show In developing their skills in facilitation, many of the faculty surveyed discussed that they continuously build on the facilitation skills that they have learned over time, the basic principles of which are described elsewhere.10,11 Through feedback and reflection, they adapt to a style that reflects how they believe the MR should be conducted.The facilitator must establish a respectful climate at MR that is conducive to learning. He or she must ensure that the session is collegial and enforce that the goal of the session is learning, rather than showmanship. The environment should encourage interaction and permit people to ask questions. Trainees should feel comfortable enough to answer questions and test hypotheses, even if answers are incorrect. However, the facilitator must ensure that the correct information is conveyed to the group and that incorrect answers are explored as key teaching points. Humour can put people at ease. Self-deprecating humour can be non-threatening and freely employed if it is within the facilitator’s comfort zone. However, humour should never come at the expense of a trainee. Personal anecdotes and reflections on past cases can engage the audience, relax the atmosphere and vividly impart key facts and clinical wisdom.It is important for the facilitator to be respectful of time. Trainees often report that too much time is spent on reviewing the history and physical examination and on the development of an exhaustive differential diagnosis while less time is spent on investigation and management issues, which senior trainees find most valuable. There need not be a fixed formula related to how much time to spend on specific components of the case. A skilled facilitator will expand and abbreviate aspects of the case discussion based on the specific case presented. Some cases represent excellent opportunities to review evidence-based physical examination, some may highlight issues of resource stewardship related to investigation and some are particularly well-suited to discussion of evidence-based management.The facilitator should facilitate a clinical discussion, rather than deliver a didactic talk. He or she should coach the audience to identify key historical facts or findings on physical examination to allow everyone to fully participate in the case formulation and clinical reasoning that will follow. Demonstrating a mix of pattern recognition and heuristics (e.g., “Quick – what do you think the diagnosis is?”) and analytical reasoning strategies will help trainees learn to employ and recognize the strengths and limitations of each.In the face of a quiet audience, questions that have obvious answers should be posed first. The facilitator should promote volunteerism as much as possible; however, addressing specific members of the audience prevents silence and can help ensure everyone is engaged in the discussion. Sensitivity to the level of trainee is important. A facilitator should avoid potential embarrassment of a trainee by allowing a more junior learner to come up with the answer to a question that the more senior trainee could not answer. In other words, there should be an inviolate sequence wherein, for any given topic, the facilitator starts with trainees at an appropriate level for the questions and moves upward sequentially by level of training. This allows participants to relax and set their focus on learning, rather than avoiding eye contact and fearing embarrassment.A skilled facilitator should not allow any one person to dominate the discussion and should also refrain from asking multiple questions to the same participant. However, it can be valuable to challenge a respondent or the group to elaborate on their answers, as this can uncover gaps in knowledge and understanding and provide additional opportunities for learning.It is important to ensure that the discussion is of interest to trainees at all levels. If faculty are present, their opinions should be sought throughout the case. It is helpful to highlight the variability in approach amongst “the experts” in the room. Judicious use and justification of investigations should be encouraged to promote learning about resource stewardship and evidence-based medicine principles should be incorporated, when relevant.Many facilitators are anxious about how to handle situations where they don’t know the answer to a particular clinical problem. In these cases, a demonstration of the clinical reasoning process and a focus on an approach to clinical problems can be helpful. Some of the most useful discussions centre on how to deal with uncertainty and on how to find answers to clinical questions in real-time using available resources. The facilitator should not hesitate to say “I don’t know,” as this demonstrates that nobody has infinite knowledge and role-models the necessity of recognizing one’s limitations. Teaching scripts relating to specific topics or the use of an etiologic or body systems-based approach to developing a differential diagnosis are helpful teaching approaches6.Wrapping Up Sufficient time should be dedicated to recapitulation and repetition of one to 3 key take home messages. This serves to reinforce the important points that were discussed and to ensure that participants walk away with key messages to facilitate learning. Having a few members of the audience identify what they have learned is often beneficial as the facilitator may not identify the same issues as the trainees.Closing the Loop Further reinforcement can occur if a summary of the take home points, or a relevant paper, is circulated by email or posted to a blog.12 This must be done in a manner that protects patient confidentiality. Updates on previously presented diagnostic dilemmas will enhance learning. Finally, the organizer of MR can keep a log of cases that have been presented to avoid excessive repetition of topics and ensure a balanced curriculum.A process for the person presenting the case to be provided with feedback about their presentation skills by the facilitator or peers should be implemented. It is also important for the facilitator to receive feedback about their teaching and the session overall. Feedback will help faculty refine their facilitation skills, especially if coupled with faculty development initiatives to improve teaching skills.13 It may also be important for novice clinician teachers who need to build a teaching portfolio as part of their academic review and promotion process. 14 If it is clear the faculty utilize the feedback, it serves to role-model self-reflection and promote a culture of frequent formative feedback.The Future of MR MR has a long tradition and can be an evolving teaching format capable of meeting current educational needs. For example, with the implementation of competency-based medical education (CBME) into residency training programs, the competencies being developed for Internal Medicine trainees can provide a framework to organize aspects of learning experiences, including MR. 15 Issues of advocacy and stewardship may be highlighted as explicit learning points of cases, as MR allows for discussion of authentic core clinical tasks and problems, avoiding the reduction of competencies to endless lists taught without the necessary context needed for deeper learning.16 There are also challenges to implementing and sustaining a successful MR in today's current training climate. Issues such as duty-hour restrictions, increased volume and acuity of patients, and pressure to discharge patients early in the day17–19 have prompted some to modify the traditional MR. An “afternoon report” allows for attention to clinical duties early in the day and preserves teaching for later in the day. MR should continue to evolve to meet current education and healthcare delivery needs, and these innovations should be described in the literature and studied.Although these tips have been generated from shared experiences at a single centre, we believe they will be useful to facilitators in many other settings, as they represent the experiences of many facilitators with many cumulative years of experience. This article is intended to stimulate others to reflect upon and discuss what they have found to be the key elements to facilitating a successful MR.Acknowledgements We would like to thank our colleagues who contributed tips and whose teaching has influenced the careers of countless trainees: Dr. Ahmed Bayoumi, Dr. Isaac Bogoch, Dr. Mark Cheung, Dr. Allan Detsky, Dr. Irfan Dhalla, Dr. Vera Dounaevskaia, Dr. Trevor Jamieson, Dr. Lauren Lapointe Shaw, Dr. Jerome A. Leis, Dr. Don Livingstone, Dr. Julia Lowe, Dr. Ophyr Mourad, Dr. Valerie Palda, Dr. Joel Ray, Dr. Donald Redelmeier, Dr. Steve Shadowitz, Dr. Rob Sargeant.References1. Parrino TA, Villanueva AG. The principles and practice of MR. JAMA 1986;256(6):730–33.2. Amin Z, Guajardo J, Wisniewski W, Bordage G, Tekian A, Niederman LG. MR: focus and methods over the past three decades. Acad Med 2000;75(10):S1–S5.3. Gross CP, Donnelly GB, Reisman AB, Sepkowitz KA, Callahan MA. Resident expectations of MR: a multi-institutional study. Arch Int Med 1999;159(16):1910–14.4. McNeill M, Ali SK, Banks DE, Mansi IA. MR: can an established medical education tradition be validated? J Grad Med Educ 2013;5(3):374–84.5. Ways M, Kroenke K, Umali J, Buchwald D. MR: A survey of resident attitudes. Arch Int Med 1995;155(13):1433–37.6. Sacher AG, Detsky AS. Taking the stress out of MR: an analytic approach to the differential diagnosis. J Gen Intern Med 2009;24(6):747–51.7. Wenderoth S, Pelzman F, Demopoulos B. 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