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Journal articles on the topic 'School library catalogues'
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1
Baker, Paula J., and Barry Redlich. "PUBLIC LIBRARY TOL: Art School Catalogues: Collection at a Crossroads." Art Documentation: Journal of the Art Libraries Society of North America 7, no. 1 (April 1988): 30–31. http://dx.doi.org/10.1086/adx.7.1.27947878.
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Zeff, Stephen A. "The Contribution of the Harvard Business School to Management Control, 1908–1980." Journal of Management Accounting Research 20, s1 (January 1, 2008): 175–208. http://dx.doi.org/10.2308/jmar.2008.20.s-1.175.
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ABSTRACT: This paper documents and discusses the evolution of management control, which includes management and financial accounting, in the Harvard Business School (HBS) from 1908 to 1980. Primary emphasis is placed on the roles of the key movers, Ross G. Walker and Robert N. Anthony. The successive alterations in the configuration and content of the MBA courses in the Business School, based on a reading of the course catalogues, faculty papers and other documents on file in Baker Library, and interviews and correspondence with many of the principals, together with an examination of the series of text- and casebooks published by HBS accounting faculty, are the factual basis for this historical study. Concomitant developments at Massachusetts Institute of Technology and the University of Chicago are also brought into the analysis. An appendix contains a complete list of the HBS accounting faculty during the time span under study.
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Magsumov, Timur A. "Libraries and Librarianship in the Secondary Professional Institutions of Kazan at the Turn of the 19—20th Centuries." Bibliotekovedenie [Library and Information Science (Russia)], no. 2 (April 1, 2009): 98–102. http://dx.doi.org/10.25281/0869-608x-2009-0-2-98-102.
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This article deals with the problem of “white stains” in the history of libraries in Russia — activity of libraries at the secondary professional educational institutions on a boundary of 19—20th centuries that gets special interest in modern conditions of reforming of a vocational school. The work reveals the purposes and features of functioning of similar libraries on an example of Kazan, and considers the organization of library cases in them, including literature acquisition, creation of catalogues and departments, work with readers, and also structure of their collections. The special attention is given to functioning of student’s libraries and reading rooms, and also work of librarians.
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Werner, Shirley. "The Scholia to Lucan in Beinecke MS 673." Traditio 45 (1990): 347–64. http://dx.doi.org/10.1017/s0362152900012770.
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When Heloise took up the veil, she broke out through her tears into the lament of Cornelia from Lucan's Bellum civile (8.94–98). The story illustrates the extent to which the Bellum civile appealed to the imagination of its medieval readers. Indeed, evidence for the popularity of Lucan in the Middle Ages is abundant. Manuscripts of the work are listed in medieval library catalogues. Lucan was a standard author in the school curriculum from the tenth century. Quotations from Lucan are found not only in the works of Abelard and other writers, but in compilations of history, geography, and even natural science: the poet was regarded as a source for a wide range of knowledge.
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Taranenko, L. G. "The educational-methodological support evolution of library local history courses." Bibliosphere, no. 4 (December 30, 2016): 51–58. http://dx.doi.org/10.20913/1815-3186-2016-4-51-58.
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Regional library local history is a comprehensive library activity requiring special professional training. The author reveals the issue of teaching library local history at library higher schools; searched educational publications on local history in the electronic catalogues of libraries and bibliographic indices. It was revealed 48 academic publications on library local history for 1930-2014. The study objective is to trace the evolution of educational publications on the problems of teaching librarian local history in a library higher school. It was presented the analysis of textbooks on the following features: types of educational publications, authors, scientific schools and content. The study revealed expanding diversity of educational publications on library local history, from single programs, lectures to textbooks, educational-methodical complexes and electronic textbooks. At the same time, it was found out a lack of new integrated textbooks, «fragmentation» in teaching and representing certain aspects of local librarian history in educational work, insufficient number of electronic textbooks and absence of interactive electronic educational materials for universities. The fundamentals of teaching local librarian history were started by two scientific schools in St. Petersburg State Institute of Culture and Moscow State Institute of Culture. The formation of the library local history as an educational course is associated with the name of N. V. Zdobnov. The largest contribution to the development of educational-methodological support for library local history was made by A. V. Mamontov and N. N. Shcherba. The substantive aspect of educational-methodological support for library local history can be divided into three stages. The first stage (1930-1970) is related to the study of local history bibliography only. The second period (1980-1990) is characterized by creating a number of editions covering general problems of regional studies of library local history and library activities on local history study. In 1990s preconditions appeared to expand study of various aspects of library local history. IIt was connected with changes in the state policy of regional development, as well as a growing interest in regional/local history information. The third stage (2000-2010s) of the evolution of educational publications is related, on the one hand, to a more expanded study of some specific aspects of library local librarian (bibliographic processing of local history documents, local history fund or management of local history activities, etc.), on the other hand, to a complex representation of regional studies in cooperation of libraries, archives, museums and other institutions dealing with issues of local history in the region.
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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "INFORMATION COMMUNICATION TECHNOLOGY USAGE FOR INFORMATION SEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (April 10, 2012): 7–17. http://dx.doi.org/10.48127/gu-nse/12.9.06.
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Modern society receives a relatively big part of information using information communication devices. Information search possibilities are rapidly growing. On the other hand, the amount of information itself is expanding. One of the quickest ways of finding information is using internet search engines, e.g., “Google”, “Yahoo”, “AltaVista” and others. Their usage undoubtedly makes big influence on education. Pupils’ ability to find the necessary information is highly relevant. Thus, information search literacy is an inseparable component of general education. It is not enough only to find information, it is necessary to use it in the most effective way. Seeking to improve pupils’ information skills, it is necessary to know current position of an analysed question. The object of this research is information search using ICT. The aim of the research is to analyse how comprehensive school upper class students use ICT for information search. It has been ascertained by a research what additional information sources pupils use, where and how they get necessary literature, what information search engines and what electronic information sources they use most frequently. At least a few times per week apart from textbooks respondents use other literature as well (books, dictionaries, handbooks) for learning purposes. They use encyclopaedias very seldom or don’t use them at all. Pupils usually read books and newspapers which they have at home. They also use internet and library service; however, it is not popular to borrow books from friends or buy them. Pupils use internet daily both for leisure and learning. Girls more often than boys use internet for learning and for leisure – they use it equally. Respondents usually search information through Google search engine, less frequently – through Delfi. The other search engines and catalogues mentioned in the questionnaire are used very seldom, especially HotBot, Penki, On.lt and others. Both girls and boys, town and region pupils equally use search engines and catalogues. From electronic information sources respondents most frequently use internet encyclopaedia Wikipedia. Internet books and e magazines are read once a month on average, virtual library is scarcely used. It is absolutely not popular to use such sources as Nerandu.lt, tingiu.lt, Speros.lt. Key words: comprehensive school, electronic information sources, ICT, information search.
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Radzetskaya, Olga V. "Educational and Methodical Literature for the Clavier and Piano in the History of Russian Music Publishing of the Second Half of the 18th — Early 20th Century." Observatory of Culture 17, no. 6 (February 10, 2021): 657–68. http://dx.doi.org/10.25281/2072-3156-2020-17-6-657-668.
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The Russian piano school is a unique phenomenon in the global cultural space, a multifaceted and creative phenomenon, a source of creative insights and vivid interpretations. The history of Russian piano performance is deeply and comprehensively studied and is characterized by a wide semantic range. A special place in it is occupied by educational and methodical literature produced by major music publishers in Moscow and St. Petersburg during their formation and development.The appeal to this topic is connected with the need to create a primary idea of the activities of music publishers for the production of educational materials in the historical dynamics and perspective. This complex process can be perceived as a synthesis of European traditions and Russian experience — a multidimensional multifunctional landscape of the era, illustrative reflection of important events in the cultural life of the country.The specificity of the problem has an impressive demonstration volume. It includes the strategy and tactics of development of Russian music publishing companies, production of educational and scientific-methodical literature by Russian and foreign authors, stages in the development of piano art, increase in the production output, achievements of the Russian piano school and its unique pedagogical experience.“P. Jurgenson” company’s catalogues, stored in the Russian State library, reflect the trends and directions that were dominant in the educational literature for piano. They include well-established, tested methods of piano playing, collections of exercises, and anthologies that enriched the pedagogical repertoire with compositions to develop of the technical base of students and expand the arsenal of its expressive means. The study aims at a primary classification of “P. Jurgenson” publishing house’s educational resources recorded in its catalogues of the late 19th — early 20th century.
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Fuller, Daniel. "Cataloging of Original Materials in the 21st Century: Frequency and Preparation Factors." Education Libraries 29, no. 2 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v29i2.225.
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Cataloging and catalogers play an important role in the access to electronic catalogs for users at all levels. Two recent studies investigating the preparation of entry level library media specialists and the frequency they perform original cataloging led to a larger examination of the topic in the context of academic libraries. One factor has been the steady decline in required cataloging courses in ALA accredited library schools for the past two decades. A second factor is the relative supply of catalogers and how they have been reallocated within the academic library. A third factor is the increasing practice of cataloging outsourcing. Implications of high levels of cataloging by librarians lacking preparation are analyzed. The potential for flawed electronic records being shared and viewed over the Internet has implications for all levels.
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Kauffmann, Martin. "Otto Pächt in the Bodleian Library." Art Libraries Journal 38, no. 4 (2013): 37–42. http://dx.doi.org/10.1017/s0307472200018782.
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Otto Pächt came to England already formed as an art historian of the Vienna school. His natural orbit was the Warburg Institute, but with the outbreak of war he moved to Oxford and began to catalogue the illuminated manuscripts in the Bodleian Library. The catalogue was destined to have a major impact on the field; but by the time it was published Pächt had taken up the chair of art history in Vienna, one of the few refugee scholars to have returned to live and work in his native country.
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Panchenko, A. M. "The Military Scientific Library of Mikhailovskaya Military Artillery Academy. On the occasion of the 200th anniversary." Scientific and Technical Libraries, no. 10 (December 8, 2020): 163–82. http://dx.doi.org/10.33186/1027-3689-2020-10-163-182.
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For the first time, the findings of the integrated study of the history of the Military Scientific Library of the Mikhailovskaya Military Artillery Academy are presented. The study covers its development since 1820 when it was founded as the library of the Artillery School up to the period of 1863-1917 when it became the specialized library of the Mikhail Artillery Academy and School. Printed catalogs of books of the Military Scientific Library of the Academy and School 1871 and 1895 are characterized. For the first time, other library’s catalogs are analyzed to be introduced into scientific use. The author characterizes and compares book catalogs of other universal military scientific libraries (those of General Staff, General Staff Nikolaevskaya Academy) with the catalogs of Mikhailovskaya Academy Military Scientific Library) and concludes that the latter has acquired the most complete book collection on artillery in the country. The collection matches science potential of this educational institution. Many prominent researchers well-known in Russia and abroad have taught at the Academy and the School. Their works are available not only from the Academy and School Library, but also can be found in the book collections of many libraries subordinate to the Military Ministry.This study is to expand the idea of military scientific libraries of the country, the knowledge of their history, collection development principles. Its findings will be useful to librarians of military educational institutions and academic libraries in the aspect of materials selection and efficient collection development.
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Appollonio, Marco. "Sixteenth century books from the Library of Gian Rinaldo Carli High School in Koper." Histria : the Istrian Historical Society review, no. 8 (December 27, 2018): 33–59. http://dx.doi.org/10.32728/h2018.03.
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What are they, how many are there, and in what condition are the sixteenth century books found in the Library of the Gian Rinaldo Carli High School in Koper? These are some of the questions answered in this article. In addition to providing a detailed catalogued and physical description of the aforementioned books, I also analysed them in order to determine their historical, and even more importantly, their pedagogical profile. Therefore, this article consists of three parts. Firstly I pre- sent a historical outline of the library and books deposited in it, then I analyse the sixteenth century books found in the library, and finally, I provide their catalogued and physical description. The analysis focuses on the volumes which are marked by affiliation, the marking which determines that they belong to the Collegium/High School or to the private individuals who were in some way connected with the insti- tution, or from whose hands the books were passed on to the library. Beginning with the typology of the books found in the library, I apply the results to other volumes in the collection and thus confirm that most of them had didactic purpose because these are mostly classic works, from philosophy to history, rhetoric, politics, literature, and educational texts. In short, they represent the core from which the Library of the Gian Rinaldo Carli High School in Koper was created.
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O'Dwyer, Clare. "Do Library Schools Adequately Prepare Students for Cataloguing in Irish Law Libraries: an Investigation." Legal Information Management 13, no. 3 (September 2013): 178–202. http://dx.doi.org/10.1017/s1472669613000431.
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AbstractIn 2008, BIALL held a pre-conference workshop in Dublin entitled “Back to Basics: Cataloguing and Classification”. The workshop raised some interesting questions about the quality of cataloguing training provided by library schools and law libraries. Although cataloguing in British law libraries has been the subject of research, no study has yet explored cataloguing in Irish law libraries. This study by Clare O'Dwyer redresses this lack of information by focusing exclusively on the Irish context. The perceptions and expectations of cataloguers are examined using a multiple case study design combining interviews and questionnaires. The libraries selected for case study are representative of the three main types of law libraries in Ireland: a professional society law library, a government law library and a law firm library. Following analysis and discussion of the research findings, the study concludes with a series of recommendations regarding the curriculum for Continuing Professional Development (CPD) and further training of cataloguers in Irish law libraries.
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Panchyshyn, Roman S., Frank P. Lambert, and Sevim McCutcheon. "Resource Description and Access Adoption and Implementation in Public Libraries in the United States." Library Resources & Technical Services 63, no. 2 (April 24, 2019): 119. http://dx.doi.org/10.5860/lrts.63n2.119.
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This study surveyed the current state of knowledge about, and application or use of, Resource Description and Access (RDA) among American public library catalogers. In 2017, an online survey request was e-mailed to four thousand libraries for the person or persons most responsible for cataloging to complete the questionnaire. More than three hundred libraries responded. The data expose serious concerns with RDA adoption within the public library sector. While a majority of catalogers know about RDA, their working knowledge about it differs substantially depending on whether they work in rural or urban library settings. Regardless, 22 percent of respondants still had not heard of the RDA standard until completing this survey. While further training and educational opportunities (along with funds) for catalogers nationwide would help minimize this disparity, LIS schools also can play a role by educating more thoroughly the next generations of catalogers in this newer descriptive standard. Coming on the brink of a shift in the theoretical framework of the RDA standard, from the Functional Requirements for Bibliographic Records (FRBR) model to the IFLA Library Reference Model (LRM), public library catalogers risk falling even farther behind in their knowledge and compitency with the RDA standard.
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Rahmawati, Irzalina. "PROSES EVALUASI KOLEKSI YANG DILAKUKAN DI PERPUSTAKAAN SMA MUHAMMADIYAH 4 YOGYAKARTA." Jurnal Pustaka Ilmiah 5, no. 1 (August 16, 2019): 793. http://dx.doi.org/10.20961/jpi.v5i1.33960.
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ABSTRACTThe purpose of this study was to determine the collection evaluation process carried out in the Senior High School of Muhammadiyah 4 Yogyakarta library with the benefits of research, that is as a matter of consideration in conducting evaluations in the development of collections carried out at the library so that the collections are in accordance with user needs. The research method used is the method of observation, interviews, and documentation. Based on observations, interviews, and documentation with librarian at Senior High School of Muhammadiyah 4 Yogyakarta, we can conclude the following results: Library evaluation in the Senior High School of Muhammadiyah 4 Yogyakarta includes 4 processes that is collecting all collections of data, check the list of standards such as catalogs and bibliographies, gathering opinions from users who normally come to the library, and direct collection checks.
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Desriyeni, Desriyeni. "PENGELOLAAN PERPUSTAKAAN SEKOLAH SMAN 1 BUKIT SUNDI DAN SMAN 1 LEMBANG JAYA KABUPATEN SOLOK." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (June 25, 2018): 14–21. http://dx.doi.org/10.31849/dinamisia.v2i1.789.
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IbM program aims to provide understanding to partners about the concept and implementation of library management in accordance with library management procedures. The targets to be achieved are as follows. 1) Improving the quality of library staff in managing the library through the manterhadap the nature of the library. A minimum of 75 training materials can be mastered by the trainees. 2) Produce school library management guidelines to facilitate library staff in managing the library. 3) Applying knowledge in school library management. Output target in the form of process is the occurrence of improvement of target audience ability in understanding understanding, concept and process of management and utilization of school library. Output target in the form of product is at least 75% of participants produce library materials that have been processed and at least 75% of participants generate library catalogs to facilitate the process of retrieval. The methods offered to solve the problem of library management are: through the creation of a library management module that contains the concepts of library management; socialization and training of school library management. Implementation of the activity begins with the preparation of training materials, copying, presenting the material, and training with individual guidance. To evaluate the achievement of objectives begins by measuring the candidate's initial capability, followed by an evaluation to measure participants' ability at each stage of the activity, and a final evaluation to measure achievement purpose of program activities. Training activities carried out smoothly in accordance with the expected objectives of this program activities. This activity received a positive response from various parties and trainees in the management of school libraries. So it is expected to provide better service and the existence of school library will be more real in the community.
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Hastings, Angela. "Interactive videodisc project at University College Dublin." Art Libraries Journal 11, no. 4 (1986): 19–23. http://dx.doi.org/10.1017/s0307472200004880.
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A six-month project undertaken by the University College Dublin School of Architecture has investigated the possibilities of putting a collection of images, transferred from slides, on to videodisc accessed through a computer. The project grew out of an earlier project to computerize the catalogue of the Slide Library of the Architecture and Planning Library. Drawbacks include loss of image quality and the impossibility of adding to the disc once pressed. Changing technology may provide answers to some of these problems, enabling the benefits confirmed by the project’s successful completion to be exploited further.
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Taranenko, L. G., and O. Ya Sakova. "The training of cataloguers in Kemerovo State Institute of Culture." Bibliosphere, no. 4 (January 11, 2020): 103–11. http://dx.doi.org/10.20913/1815-3186-2019-4-103-111.
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The 50-year history of the cataloguers training at Kemerovo State Institute of Culture (KemSIC) is considered. The goal of the research is to summarize the experience of machine-readable cataloging training in the framework of specialization “The Library and Information Activity”. The modern characteristic of the educational process in the aspects of cataloging training, based on the principles of technological approach, is presented. The article deals with the main problems of cataloging tasks in the research activities of students and tutors of the Institute. Based on the analysis of documentary sources (scientific, educational), analysis of training experience in KemSIC the following results are obtained: basing on the theory of technological approach to library operations (the author – Dr. of Sciences (Pedagogy) I. S. Pilko) the department of documentary communications technology, cataloging of documents is regarded as a set of technological processes. This approach is used in the model of analytic-synthetic processing of information, promotes universal and professional competences in cataloguing acquired by students, and is used in research activities of students, bachelor’s papers and master’s theses. The relationship of the department of documentary communications technology with the leading library centers of the Russian Federation and libraries of Kuzbass in the field of cataloging testifies to the adaptability of the Kemerovo library school to modern requirements of cataloging training.
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Bothmann, Robert L. "Meeting the Needs of Special Format Catalogers: Ideas for Professional Organizations, Library Schools, and Professional Catalogers." Cataloging & Classification Quarterly 44, no. 3-4 (July 25, 2007): 221–32. http://dx.doi.org/10.1300/j104v44n03_05.
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Sibiya, Philangani Thembinkosi, and Mzwandile Muzi Shongwe. "A comparison of the cataloguing and classification curriculum and job requirements." Library Management 39, no. 6-7 (August 13, 2018): 474–87. http://dx.doi.org/10.1108/lm-09-2017-0089.
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Purpose The purpose of this paper is to compare the cataloguing and classification curriculum offered in South African LIS schools and the job market requirement for cataloguers in South Africa (SA). It was instigated by the changes that have occurred in the LIS field over the past decade, especially in cataloguing and classification. Design/methodology/approach An interpretive, qualitative approach was used, and content analysis was used as a research and data analysis method. Data were obtained from 3 sources: cataloguing and classification course outlines obtained from 6 LIS schools, 18 interviews conducted with professional cataloguers and 10 job advertisements obtained through newspaper scanning and from the LIASA listserv. Findings The results indicate that LIS schools teach basic and advanced cataloguing and classification theory and practical topics. The main objective of the courses is to teach students knowledge organisation. The subjects are offered at bachelor’s degree and postgraduate diploma levels. Tools such as AACR2, RDA, MARC21, DDC and LCSH are mainly used to teach the courses. Professional cataloguers and job advertisements indicate that employers require the knowledge and skills to use the above-mentioned tools. Job advertisements also indicate that a national diploma and two years’ work experience are the minimum requirements for employing cataloguers. Practical implications This paper will inform academics whether they are teaching the relevant curriculum. If not, they will have to implement changes or improvements to the current curriculum. It will also help employers get a picture of what is offered in LIS schools and make judgements on whether it is relevant in the job market or not. Originality/value This paper has compared what is offered in LIS schools and what is required in the job market and found that there is match between what is offered and required, although there are areas to be improved. This is the first paper to establish that link in SA.
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Wilson, Virginia. "Boys are Reading, but their Choices are not Valued by Teachers and Librarians." Evidence Based Library and Information Practice 4, no. 3 (September 21, 2009): 46. http://dx.doi.org/10.18438/b8h91w.
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A Review of:
McKechnie, Lynne (E.F.). “ ‘Spiderman is not for Babies’ (Peter, 4 Years): The ‘Boys and Reading Problem’ from the Perspective of the Boys Themselves.” The Canadian Journal of Information and Library Science 30.1/2 (2006): 57-67.
Objective – This study looks at what constitutes legitimate reading material for boys and how this material is defined in light of assessed gender differences in reading, and is part of a larger, ongoing research project on the role of public libraries in the development of youth as readers.
Design – Semi-structured, qualitative interviews and book inventories.
Setting – The research originated from the MLIS 566 (Literature for Children and Young Adults) class at the Faculty of Information and Media Studies, University of Western Ontario, London, Ontario, Canada.
Subjects – Forty-three boys, ages four through twelve, were interviewed. Most of the boys lived in Ontario, although a few came from other Canadian provinces.
Methods – Library school students who were registered in a Literature for Children and Young Adults class interviewed children and young adults about their reading and information practice as part of a “Book Ownership Case Study” assignment. The researcher also interviewed children and young adults, for a total of 137 case studies. For the purpose of this article, a data subset for the 43 boys included in the larger project was analyzed. The boys ranged in age from four to twelve years. The mean age was eight and the median age was nine. The theoretical perspective of reader response theory was used to situate the study. This theory has the relationship between the text and the reader as its focus, and it suggests that to understand the reading habits of boys, there needs to be recognition that the experts about their reading are the boys themselves. The interviews, which explored reading preferences and practices, were qualitative, semi-structured, and took thirty minutes to complete. In addition to the interview, each boy’s personal book and information material collection was inventoried. The researcher used a grounded theory approach to analyze the inventory and interview data to pull out themes related to the research questions. Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154).
Main Results – The collection inventories revealed that all 43 study participants had personal collections of reading materials. The collections ranged from eight volumes to 398 volumes. There was a mean volume total of 108 and a median of 98 books per boy. In addition to books, other materials were in the collections. Video recordings were owned by 36 (83.7%) of the boys, 28 (65.1%) of participants had computer software, 28 (65.1%) owned audio recordings, and 21 (48.8%) of the collections also included magazines.
In the interview data analysis, a number of themes were revealed. All of the boys except one owned fiction. Some genres appeared frequently and were different than the ones found in the inventories taken of the girls in the larger study. Genres in the boys’ collections included fantasy, science fiction, sports stories, and humorous stories. The boys also discussed genres they did not enjoy: classic children’s fiction, such as The Adventures of Robin Hood, love stories, and “books about groups of girls” (61). All but five boys had series books such as Animorphs, Captain Underpants, Redwall, and Magic Treehouse in their collections.
All study participants except for one owned non-fiction titles. When asked what their favourite book was, many of the boys chose a non-fiction title. Holdings included subjects such as “jokes, magic, sports, survival guides, crafts, science, dictionaries, maps, nature, and dinosaurs” (62).
In addition to books, the boys reported owning and reading a wide range of other materials. Comics, manga, magazines, pop-up and other toy books, sticker books, colouring books, puzzle books, and catalogues were among the collection inventories. Only one boy read the newspaper.
Another theme that emerged from the interview data was “gaming as story” (63). The boys who read video game manuals reported reading to learn about the game, and also reading to experience the game’s story. One boy’s enjoyment of the manual and the game came from the narrative found within.
Various reading practices were explored in the interviews. Formats that featured non-linear reading were popular. Illustrations were important. Pragmatic reading, done to support other activities (e.g., Pokeman), was “both useful and pleasurable” (54).
And finally, the issue of what counts as reading emerged from the data. Many boys discounted the reading that “they liked the best as not really being reading” (65). Some of the boys felt that reading novels constituted reading but that the reading of computer manuals or items such as science fair project books was “not really reading” (65). A distinction was made between real books and information books by the boys.
Conclusions – The researcher explored what has been labelled as the “problem” of boys reading in this paper. She found that the 43 boys in this study are reading, but what they are reading has been undervalued by society and by the boys themselves. Collection inventories found a large number of non-fiction books, computer magazines, comic books, graphic novels, and role-playing game manuals—items not necessarily privileged by libraries, schools, or even by the boys themselves. The researcher suggests that “part of the ‘boys and reading problem’ then lies in what we count as reading” (66). By keeping what boys are actually reading in mind when it comes to collection development and library programming, children’s librarians can “play a central role in legitimizing the reading practices of boys” (66).
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Iqbal, Muhammad. "ANALISIS KRITIS TERHADAP KEBIJAKAN SELEKSI KOLEKSI FIKSI (STUDI KASUS DI PERPUSTAKAAN KANAAN GLOBAL SCHOOL JAMBI)." Jurnal Pustaka Ilmiah 5, no. 1 (August 22, 2019): 755. http://dx.doi.org/10.20961/jpi.v5i1.34130.
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<p>ABSTRACTSelection Policies generally is guidelines for library that contains the design and activities that will be increase quality and quantity of collections. This written activity has capability to guide library vision, mission, and goal. He purpose of this research are to review selection process of fiction collection, selection authority, and selection principle in Kanaan Global School Jambi Library. This research using case study approach and research data obtained from interviews and documentation. The result shows: (a) on selection process, selection plot already on point but there is no written policy; the librarian also have know how to use selection tools such as publisher catalogue and bookstore website (b) dualism of authority in fiction book selection policy were librarian and chief director. Librarian just as Indonesian fiction collection selector and the chief director as foreign language fiction collection. (c) Principle differences on fiction collection, librarian more focus on collection popularity and the chief director more focus on quality and vision mission and curriculum relevance.</p>
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Pines, Doralynn. "Guidelines for the Lay-Out and Content of Booksellers’ Catalogues; compiled by the ARLIS/UK and Eire Acquisitions Working Party. London: ARLIS/UK and Eire, 1987. 14 pp. ISBN 0-9501063-5-6. £3-25 (obtainable from: Pat Christie, Epsom School of Art Library, Ashley Road, Epsom, Surrey KT18 5VE, U.K.)." Art Libraries Journal 12, no. 4 (1987): 49. http://dx.doi.org/10.1017/s0307472200005423.
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Esteve-Coll, Elizabeth. "Image and Reality: the National Art Library." Art Libraries Journal 11, no. 2 (1986): 33–39. http://dx.doi.org/10.1017/s0307472200004624.
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The Library of the Victoria and Albert Museum originated in the mid-19th century as the library of a School of Design, and adopted the title ‘The National Art Library’ later in the century following publication of the Universal Catalogue of Books on Art. Decades of steady growth and of low usage ended in the late 1960s, when sudden growth of art publishing, and of interest in art history, generated demands the Library was not equipped to meet. The Library possesses one of the world’s outstanding collections of art publications but is still funded, staffed, and administered as if its role was merely that of a Department of the Museum. Currently all aspects of the Library’s procedures and policies are under review; government funding is to be sought for a programme of computerisation, and it is hoped to redefine the Library’s role in national and international contexts and to re-establish it as the ‘heart and core’ of art library provision in the U.K., as an active participant in cooperative schemes and projects, and as a training centre for art librarianship, or in other words, as an active and truly national art library.
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Slive, Daniel J. "Richard Landon. A Long Way from the Armstrong Beer Parlour: A Life in Rare Books. New Castle, Delaware and Toronto, Ontario: Oak Knoll Books and Thomas Fisher Rare Book Library, 2014. 440p. One illustration. ISBN: 978-1-58456-330-3 (Oak Knoll Press) / 978-0-7727-6113-2 (Thomas Fisher Rare Book Library). $49.95." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 17, no. 1 (March 1, 2016): 86–88. http://dx.doi.org/10.5860/rbm.17.1.464.
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Throughout the course of his lengthy and remarkable career, Richard Landon successfully developed and promoted the extensive and renowned collections at the University of Toronto Libraries. After receiving his undergraduate and library school degrees from the University of British Columbia, Landon was hired in 1967 as a cataloguer in the libraries‘ Department of Rare Books and Special Collections. In the academic year 1971–1972 he pursued an advanced degree in bibliography and textual criticism at the University of Leeds, returning to Toronto to serve as Assistant Head and Acting Head prior to his appointment as Head of the department in . . .
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Panchenko, Anatoly M. "Reading for Soldiers and People: the Phenomenon of “Soldiers’ Library” of V.A. Berezovsky." Bibliotekovedenie [Library and Information Science (Russia)] 67, no. 5 (December 7, 2018): 557–70. http://dx.doi.org/10.25281/0869-608x-2018-67-5-557-570.
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The article is devoted to the well-known serial edition “Soldatskaya Biblioteka” [Soldiers’ Library] of V.A. Berezovsky, the commission agent of the Ministry of Defence, private publisher and bookseller of military literature. Since 1888, most of the works were published and republished under the title “Reading for Soldiers and People” and from 1894 to 1915 — “Soldiers’ Library”. The purpose of this large publishing project of V.A. Berezovsky was to promote intellectual and spiritual moral development and self-education of the lower military ranks. By 1915, twenty-five serial sets of “Soldiers’ library” — twenty stories in each — were published. Separate sets and works were repeatedly republished. The aim of the study is to show the noticeable role of cheap illustrated “military and moral” books in the acquisition of libraries for the lower ranks and company book collections of military educational institutions. The author collected the data about all serial sets and runs of “Soldiers’ Library” by 1915, its acquisition and distribution. The article presents the analysis of the authors and the content of the library, its presence in military and civil book collections.Commercial entrepreneurial spirit, common sense and taste of V. Berezovsky himself, the appropriate choice of authors and their works, low prices, design, accessibility and accuracy of the publications were of great importance in gaining the great popularity of the “Soldiers’ Library”. Its active advertising campaign, conducted through the official structures of the military and other Departments, as well as through the printed publications owned by V. Berezovsky, contributed to its promotion to soldiers-readers. Therefore, some of the works from the “Soldiers’ Library” were purposfully admitted for acquisition of book collections of lower schools, free folk libraries and reading rooms and were recommended for home reading for cadets of primary schools.The results of study demonstrate that the “Soldiers’ Library” was available in the catalogues of book collections for lower ranks, in company schools, in battalion, squadron, crew, battery and regimental educational teams of military units and military schools. The experience of edition of “Soldiers’ Library” was popular in the years of Soviet power: it was used in the series “Library of Red Army Soldier”, “Popular Scientific Library of Soldier” and “Bibliotechka of the ‘Sovetsky Voin’ magazine” [Library of the “Soviet Soldier” Magazine].
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Raisch, Marylin J. "The Wide World of the World-Wide Web." International Journal of Legal Information 24, no. 1 (1996): 97–104. http://dx.doi.org/10.1017/s0731126500000111.
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A prominent jurist once described the law as a “seamless web.” This description of linked knowledge actually applies to all fields of scholarship and investigation, and it is not only lawyers who experience the need to move through the library constantly, each open text citing another or suggesting another avenue of inquiry. The pile of open books on the library table, and the constant recourse to catalogue and stacks, epitomize the image and the process of textual research, both for the advanced scholar and for the school-child writing her first essay. Computers clearly have the capacity to enhance the quality of our lives, but in my opinion their contribution to library reference work lies chiefly in this: to liberate us from the “up-and-down-and-fetch” mode of research as well as the “scissors-and-paste” method of text revision. This liberation is promised today in the hypertext features of all Windows-based or icon-clicking applications in use now, particularly with the incorporation of graphics and images, be they decorative or illustrative, from Netscape creatures to art, archaeology, or architecture.
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KATOH, Shoji. "Investigation on the English Textbooks Listed in the Annotated Library Catalogue of Aichi Daiichi Secondary School (1997)." Historical English Studies in Japan, no. 31 (1998): 13–26. http://dx.doi.org/10.5024/jeigakushi.1999.13.
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van der Wateren, Jan. "National Library Provision for Art in the United Kingdom: The Role of the National Art Library." Alexandria: The Journal of National and International Library and Information Issues 6, no. 3 (December 1994): 173–92. http://dx.doi.org/10.1177/095574909400600303.
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From its beginnings in 1836 as the library of the Government School of Design, the National Art Library (NAL) in the UK was intended to have an impact on design in the country. After the Great Exhibition of 1851 it former part of what was to become known as the Victoria and Albert Museum (V & A). By the 1850s it had already adopted the title of National Art Library, although it was called the V & A Museum Library between 1908 and 1985. By 1853 collections aimed to cover the arts and trades comprehensively, and by 1869 the NAL aimed also at comprehensive access to individual objects created in the course of history. By 1852, the library was open to all, although a charge was made at first. Various forms of subject indexing have been used; from 1877 to 1895 subject lists were prepared for internal use and sold to the public, and from 1869 to 1889 a remarkable Universal catalogue of books on art was produced. The present mission statement of the NAL focuses on collecting, documenting and making available information on the history and practice of art, craft and design, and the library aims its services at both the national and international community. However, its great 19th century contribution to published subject control of art materials has been almost completely absent in the 20th century. During 1994 the NAL will contribute records to the British Library (BL) Conspectus database, though there is little formal cooperation between the two libraries. As a specialist library it can organize its collections and index them in ways that are impossible for a comprehensive library such as the BL, and it therefore has an important part to play in the national library scene.
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Tella, Adeyinka. "Use of Online Public Access Catalogue (OPAC) By Undergraduates in Selected Nigerian Universities." International Journal of Web Portals 11, no. 1 (January 2019): 39–55. http://dx.doi.org/10.4018/ijwp.2019010103.
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This article examines the use of the online public access catalogue (OPAC) among undergraduates in selected universities in Nigeria. A sample was drawn from among undergraduate students in five selected Universities. Survey design was adopted in the conduct of the study while data was collected through a self-designed/administered questionnaire. A total of 2,240 undergraduates were initially sampled and administered the questionnaire, but only two thousand copies were properly filled in and good for data analysis representing an 89.3% return rate. This 2000 represent the sample for the study. The results revealed that the majority of undergraduate students used the OPAC on a weekly basis while the majority of respondents (57.5%) spent fewer hours (between 0-3) using the OPAC. Places of accessing the OPAC identified include the school library, respondents' homes, cyber cafés and lecture rooms. The major uses of the OPAC by the undergraduate students include: to locate books and other materials; and to find non-print materials.
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Saunders, Richard. "Editor’s Note (this is to you)." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 21, no. 1 (May 29, 2020): 7. http://dx.doi.org/10.5860/rbm.21.1.7.
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The journal approaches something of a milestone with this issue. The current iteration of ACRL’s professional journal of special collections librarianship practice began publication as Rare Books and Manuscripts Librarianship in 1986. When I was in library school a few years later, the only access points to content in the field was the library’s local card catalogue and the Library and Information Science Abstracts (LISA) index. For those of you competent, working professionals young enough to be my children, research was a matter of looking through print volumes—print, mind you—of annual issue after annual issue for citations appearing under index terms, then pulling the bound volumes from the shelves on another floor. The current title RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage was adopted upon acquiring and moving to a digital platform in 2000. Since that time, all ACRL journal content has been available digitally, creating a backfile of material accessible for the asking. In 2014 ALA enacted a platform migration to OJS (Open Journal System) software. RBM content also moved to the OJS platform.
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Hosein, Yacoob, and Portia Bowen‐Chang. "Training cataloguing professionals at the University of the West Indies, St Augustine: part 2." Library Review 60, no. 9 (October 11, 2011): 748–61. http://dx.doi.org/10.1108/00242531111176772.
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PurposeThe purpose of this paper is to assess the effectiveness of cataloguing training for professionals at the St Augustine Campus Libraries of the University of the West Indies, Trinidad and Tobago, with emphasis on the cataloguing of special formats and the overall importance of continuing education.Design/methodology/approachThe research methodology is based on a questionnaire which involved the use of a rolling survey for the periods 2005‐2007 and 2007‐2010, and utilized a five‐point Likert scale.FindingsThe findings clearly demonstrate the effectiveness of cataloguing training in the quest for professional development amongst librarians and also serve to highlight the need for greater collaboration between libraries, library schools and library associations.Practical implicationsThe paper considers effectiveness of training in cataloguing and thus of the skills adopted in practice.Originality/valueThe study brings to the fore the importance of structured training for cataloguing professionals over a five‐year period. It also provides further insights into bridging the gap between entry level and working cataloguers in a developing country.
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Perryman, Carol. "Evaluation of Self-Ratings for Health Information Behaviour Skills Requires More Heterogeneous Sample, but Finds that Public Library Print Collections and Health Information Literacy of Librarians Needs Improvement." Evidence Based Library and Information Practice 11, no. 1 (March 15, 2016): 82. http://dx.doi.org/10.18438/b8rk73.
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A Review of:
Yi, Y. J. (2015). Consumer health information behavior in public libraries: A qualitative study. The Library Quarterly: Information, Community, Policy, 85(1), 45-63. http://dx.doi.org/10.1086/679025
Abstract
Objective – To understand public library users’ perceptions of ability to locate, evaluate, and use health information; to identify barriers experienced in finding and using health information; and to compare self-ratings of skills to an administered instrument.
Design – Mixed methods.
Setting – Main library and two branches of one public library system in Florida.
Subjects – 20 adult library users purposively selected from 131 voluntary respondents to a previously conducted survey (Yi, 2014) based on age range, ethnicity, gender, and educational level. Of the 20, 13 were female; 11 White, 8 Black, 1 Native American; most had attained college or graduate school education levels (9 each), with 2 having graduated from high school. 15 respondents were aged 45 or older.
Methods – Intensive interviews conducted between April and May 2011 used critical incident technique to inquire about a recalled health situation. Participants responded to questions about skill self-appraisal, health situation severity, information seeking and assessment behaviour, use of information, barriers, and outcome. Responses were compared to results of the short form of the Test of Functional Health Literacy in Adults (S-TOFHLA) test, administered to participants.
Main Results – On a scale of 100, participants’ S-TOFHLA scores measured at high levels of proficiency, with 90% rating 90 points or above. Self-ratings of ability to find health information related to recalled need were ”excellent” (12 participants) or “good” (8 participants). Fourteen participants did not seek library assistance; 12 began their search on the Internet, 5 searched the library catalogue, and 3 reported going directly to the collection. Resource preferences were discussed, although no frequency descriptions were provided. 90% of participants self-rated their ability to evaluate the quality of health information as “good” or “excellent.” Participants selected authority, accuracy, and currency as the most important criteria of quality evaluation; however, other important criteria such as editorial review of content were not mentioned. Participants rated their ability to use health information as either “excellent” (17) or “good” (3).
Conclusion – Use of health information enabled health behaviour change for participants, although conflicting information tended to increase anxiety. Barriers to success in all areas of inquiry include difficulties with terminology, collection limitations, asking a librarian for assistance, and lack of awareness of resources. Librarians should improve their health literacy skills in order to advise on all aspects of health information seeking, evaluation, and use. Collaborative efforts are suggested, such as special libraries and public library efforts, and health professional workshops or seminars offered to public library patrons.
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Cherepania, Mariia. "COOPERATION OF BOADINGT SCHOOLS WITH CHARITABLE ORGANIZATIONS OF TRANSCARPATHIA OF THE FIRST HALF OF THE XX CENTURY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 439–43. http://dx.doi.org/10.24144/2524-0609.2021.48.439-443.
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The activities of boarding schools in Transcarpathia in the first half of the XX-th century were organized and carried out with the direct participation of the state, but the active support of such institutions was carried out by various charitable organizations. The purpose of the article is to study the areas of cooperation of boarding schools in Transcarpathia in the first half of the XX-th century with charitable organizations. Methods applied: search and bibliographic method exists for the study of archival and library catalogs, collections and descriptions; content analysis of archival materials in order to identify the retro features of the organization and the content of cooperation of boarding schools of Transcarpathia with charitable organizations; interpretation and generalization − in order to update and identify ways to implement constructive historical experience in the modern practice of institutional care, formulation of conclusions, recommendations. The formation and development of boarding schools in Transcarpathia in the first half of the twentieth century depended primarily on the educational and social policy of the states to which the Transcarpathian lands belonged. Also, the activities of boarding schools of the first half of the XX-th century were accompanied by the active support of charitable public organizations that operated during the stay of the Transcarpathian lands as part of both Austria-Hungary and Czechoslovakia, including: League for the Protection of Children (creation of boarding schools at craft schools; holding charity events; supporting families in difficult life circumstances; organization of children's rehabilitation campaigns); the union «Shkolskaia pomoch» /»School help»/ (cooperation in the field of education of pupils of boarding schools, actively carries out student actions); union «Nadiya»/»Hope»/ (guardianship of war veterans' children); union of church teachers (guardianship of orphans of parish and state teachers, assistance in teaching in pedagogical education institutions); union «Patronage» (care for single mothers); counseling center «To our children»(care for the health of vulnerable children); Masaryk League against tuberculosis (children's recovery). Coordination of the actions of this unions, charitable foundations, public organizations was established on April 31, 1923 in the town Mukachevo. This work was carried out by the regional branch of the State Committee for Youth Guardianship, which was opened in the town Mukachevo in 1923.
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Johnston, Nicole, and Rupert Williams. "Skills and knowledge needs assessment of current and future library professionals in the state of Qatar." Library Management 36, no. 1/2 (January 12, 2015): 86–98. http://dx.doi.org/10.1108/lm-10-2014-0120.
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Purpose – The purpose of this paper is to investigate and document the skills and knowledge needs of future library professionals in Qatar and to use the outcomes of this research to help develop or refine focused library and information studies course curricula that meet the needs of the local workforce and also guide or improve national or local professional development programmes. Design/methodology/approach – A skills and knowledge needs assessment survey was sent to library professionals, LIS students and library managers in Qatar. A total of 109 respondents completed the survey, a representation of around 25 per cent of the current LIS workforce in Qatar. Findings – Findings indicated that respondents felt that the most needed future job roles included more client focused positions such as research librarians, information services librarians and subject librarians, as well as technical roles such as Arabic cataloguers, electronic resources librarians and system librarians. The largest amount of needed positions was also felt to be in school libraries. Respondents to the survey also felt that there was a lack of opportunities for professional development in Qatar and that the most needed area of skills training was information literacy, followed by copyright training and technical skills including RDA and Arabic cataloguing. One further finding identified from the survey was the concern felt by respondents about the lack of a professional body in Qatar that represented LIS professionals. Practical implications – This paper provides data on future roles, skills and knowledge needed by library professionals working in international and culturally diverse workforces. It also provides findings that can be used to develop LIS curriculum and professional development programmes in international LIS environments. Originality/value – A detailed needs assessment of this kind has not previously been undertaken in Qatar. The library and information sector in Qatar is an emerging field with a largely international workforce. This situation provides a distinct perspective on the needs of an emerging library sector that is a blend of different cultures, workplace practices and differing expectations and understandings of the role and skills needed to be a LIS professional.
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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.
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The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders government instructions); chronological is for determining the main trends in the boarding schools’ development and practice in Transcarpathia in 1939–1944.Results. Transcarpathian lands territorial subordination to Hungary in 1939 led to a change in the name of the region: instead of Subcarpathian Russia (during the period of Transcarpathian lands belong to the Czechoslovak Republic) Transcarpathian lands that returned to Hungary were called “Subcarpathia”. Childhood education and social protection were the the Podkarpackie Regent Commissioner’s responsibility, who appointed the principal of the Podkarpackie school district, and decisions on orphans and children deprived of parental care were the district orphanage courts’ responsibility. The Hungarian government organized a number of humanitarian actions in the returned territories through the involvement of government organizations “Hungarian for Hungarian” and the State League for the Protection of Children. With the beginning of hostilities, some boarding schools were subject to re-profiling: a separate structural unit of the Mukachevo State Orphanage “Orphanage for the crippled” was reorganized into the therapeutic department of the hospital in Mukachevo, and the educational building of the orphanage in Nad Sevlyush transferred to the use of the Hungarian army. The living and feeding conditions of pupils in boarding schools in Podkarpackie, and especially in orphanages (Greek-Catholic orphanage “Holy Family”) and family-type settlements have become more complicated. Constant changes in the pupils’ contingent, state orphanages employees’ places of work have led to late and incorrect payment of salaries to teachers and support staff of boarding schools.Conclusions. The boarding schools practice in Transcarpathia in the period 1939–1944 is characterized by the following trends: 1)boarding education curtailment in connection with the hostilities start, which reduced staffing and reduced the level of material and technical support of the educational process in boarding schools; 2)spreading the religious and public organizations influence (League for the Children’s Protection, “Levente”, “Hungarian for Hungarian”, etc.)Key words: boarding schools, orphanages, Transcarpathia, Hungary.
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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.
Full textAbstract:
The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders government instructions); chronological is for determining the main trends in the boarding schools’ development and practice in Transcarpathia in 1939–1944.Results. Transcarpathian lands territorial subordination to Hungary in 1939 led to a change in the name of the region: instead of Subcarpathian Russia (during the period of Transcarpathian lands belong to the Czechoslovak Republic) Transcarpathian lands that returned to Hungary were called “Subcarpathia”. Childhood education and social protection were the the Podkarpackie Regent Commissioner’s responsibility, who appointed the principal of the Podkarpackie school district, and decisions on orphans and children deprived of parental care were the district orphanage courts’ responsibility. The Hungarian government organized a number of humanitarian actions in the returned territories through the involvement of government organizations “Hungarian for Hungarian” and the State League for the Protection of Children. With the beginning of hostilities, some boarding schools were subject to re-profiling: a separate structural unit of the Mukachevo State Orphanage “Orphanage for the crippled” was reorganized into the therapeutic department of the hospital in Mukachevo, and the educational building of the orphanage in Nad Sevlyush transferred to the use of the Hungarian army. The living and feeding conditions of pupils in boarding schools in Podkarpackie, and especially in orphanages (Greek-Catholic orphanage “Holy Family”) and family-type settlements have become more complicated. Constant changes in the pupils’ contingent, state orphanages employees’ places of work have led to late and incorrect payment of salaries to teachers and support staff of boarding schools.Conclusions. The boarding schools practice in Transcarpathia in the period 1939–1944 is characterized by the following trends: 1)boarding education curtailment in connection with the hostilities start, which reduced staffing and reduced the level of material and technical support of the educational process in boarding schools; 2)spreading the religious and public organizations influence (League for the Children’s Protection, “Levente”, “Hungarian for Hungarian”, etc.)Key words: boarding schools, orphanages, Transcarpathia, Hungary.
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Goldthwaite, Richard A. "The Return of a Lost Ledger to the Selfridge Collection of Medici Manuscripts at Baker Library." Business History Review 83, no. 1 (2009): 165–71. http://dx.doi.org/10.1017/s0007680500000246.
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The Selfridge Collection of Medici manuscripts at Harvard Business School's Baker Library is the largest collection of Renaissance Florentine account books outside Italy. This collection documents both the business and personal economic activities of one branch of the Medici family through six generations, extending from the early fifteenth century through the end of the sixteenth century. It would be difficult to find, even in Florence, another family whose economic activities are so well documented over such a long span of time, a period we know as the Renaissance. This patrimony of family documents was sold by the Medici heirs through an auction at Christie's of London in 1918; and in 1927 the buyer, H. Gordon Selfridge, deposited the ledgers at the Harvard School of Business Administration. Around one hundred ledgers arrived at Harvard at that time, but one item in the Christie's inventory was missing. In 2007, I found this missing item in the catalogue of a Munich antiquarian book dealer, but it had already been sold to a private collector in Germany. When informed of its importance for the Harvard collection, the new owner of the ledger kindly permitted Laura Linard, director of Historical Collections at Baker Library, to have it microfilmed; and so finally, after eighty years, the missing item has returned, at least in a photographic version, to its original home, thereby completing the Selfridge Collection. This event could be the occasion for a reevaluation of a major collection of business documents too long ignored by historians.
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Naik, Devendra, and Khaiser Nikam. "Attitudes of law university library users towards the use of Web OPAC in Karnataka." Electronic Library 32, no. 6 (November 3, 2014): 825–33. http://dx.doi.org/10.1108/el-10-2012-0132.
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Purpose – The purpose of this paper is to provide an overview of two law university libraries in the Karnataka state of southern India and their web-based online public access catalogue (web OPAC). Results from a survey of library users’ attitudes towards the use of the web OPAC, methods adopted to learn how to use the web OPAC, guidance sought to use the web OPAC and the extent of use of the web OPAC search facilities in select law school libraries in Karnataka are reported. Design/methodology/approach – To study the users’ attitudes towards the use of the web OPAC in law university libraries in Karnataka, a questionnaire was developed and distributed to 300 users, including Bachelor Of Legislative Law students, Master of Laws students, research scholars and teaching staff. The sample population was chosen using the convenience sample method, and the researcher received 256 completed and usable questionnaires. A five-point Likert scale was used in the research questionnaire. Typical statistical tests such as mean and standard deviation were applied for the purpose of accuracy. Findings – The results of the survey indicated that 92.1 per cent of respondents were using the web OPAC. Most of the web OPAC users strongly agreed that they learned to use the web OPAC from a library orientation programme. It was found that there are positive attitudes towards the web OPAC search facility. The survey also found that the web OPAC search page has not given satisfactory guidance to web OPAC users. Practical implications – This research paper produces findings of relevance to any academic library to develop and implement a user-friendly web OPAC service. Originality/value – There have been no previous published research studies of the web OPAC and users’ attitudes in the law university libraries in Karnataka state.
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Appel, Charlotte, and Nina Christensen. "Veje til viden om børns bøger og læsning 1750-1850 via Det Kgl. Bibliotek." Fund og Forskning i Det Kongelige Biblioteks Samlinger 58 (March 9, 2019): 21. http://dx.doi.org/10.7146/fof.v58i0.125296.
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Charlott e Appel og Nina Christensen: Avenues to Knowledge about Children’s Books and Reading 1750-1850 via The Royal Library
Based on the Royal Danish Library’s collections, the article identifies paths to reading material published for children in Denmark c. 1750-1850, as well as to children’s experiences with books and the world of books in homes, schools and on the book market. This was a period of major changes with regard to the number of publications for children, to subject choices and equipment, and to the reading cultures, in which children took part. By focusing on the use of books in practice, including translated literature, books in foreign languages, as well as reading material other than books, this article presents an alternative to previous research, which prioritised specific media and genres, especially fiction and first editions of books by Danish authors. The article begins with a brief introduction to the phenomenon of doing archival research, and Maria Tamboukou’s concept of ‘researcher’s cut’ is introduced in dialogue with the term ‘research narratives’. These concepts can form the basis for reflections on how new narratives as well as new archives are created by researchers when interacting with space and matter in the archive. The first main section deals with books for children from c. 1750 to 1850 in the Royal Danish Library. ‘Childrens books’ did not exist as a separate category at the time when the systematic catalogues of the library were created, but the researchers’ establishment of a new database has made it possible to identify and present a much larger corpus of books for children than previously known. The second main section shows how it is possible to gather information about printed matter not held by the Royal Danish Library. In the third main section, it is demonstrated how a wish to identify sources to book usage in practice has led to some of the library’s special collections, including the Manuscript Collection and the Collection of Map, Pictures and Photographs, as well as to collections only recently merged with the Royal Danish Library. Autobiographies are also presented as an important source, not least when it comes to understanding the use of books by children with different social backgrounds. Finally, it is pointed out that since books for children should be perceived and studied as a transnational phenomenon, the systematic digitalisation of the publications will be of crucial importance to future Danish and international research, as well as to teaching and dissemination on the basis of this previously underexposed part of the Royal Danish Library.
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Kharybina, Tatiana N., and Elena V. Beskaravajnaja. "Results of bibliometric analysis of the publication activity on the scientific library website." Science management: theory and practice 2, no. 3 (2020): 165–80. http://dx.doi.org/10.19181/smtp.2020.2.3.9.
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The main function of the scientific library is to provide information support and library services to meet the needs of research scientists engaged in research activities and it is becoming increasingly important to enhance the outreach services, build public awareness of science reducing the evidence-practice gap. With that in mind, library websites are among the most appropriate platforms, that hold potential in addressing these concerns, providing online access to a wide range of library and information science sources, visualization of the results both of scientific research carried out by scientific institutions and the librarydevelopments. In this paper we focus on the website of Central scientific library (CSL), department of Library for Natural Sciences of the Russian Academy of Sciences (LNS RAS), in Pushchino Scientific Center of the Russian Academy of Sciences (PRS RAS). This website has been designed as the multifunctional information system offering the users, on one hand, the means for searching the requested information in electron catalogs of the library and all its departments, dissertation database, branched index system in physico-chemical biology, publications of the research scientists from the Center, databases by subject relating to research activities performed in PSC RAS), and, on the other hand, the results of a comprehensive bibliometric analysis of published research of the scientific institutes in the Center (https://cnbp.ru/). The scientific community of PSC RAS has appreciated posted on the library website research projects such as “Achievements of Schools of Science in Pushchino Scientific Center”, “Scientific dynasties in Pushchino”, a database of the former research scientists who worked in PSC continuing their research activities abroad”. Of special interest is the website section created after the study of the information needs of the PCL users which present the results of a bibliometric analysis. Mature researchers may find information on number of times their individual articles have been cited by others, track the impact of their scientific theme, communicate with potential research partners; postgraduate and graduate students may gain insight into a variety of research activity carried out in the scientific Center, enabling them to see the magnitude of the Center’s scientific developments; the administration of institutes may assess the published research of their employees, compare the position in the institutes ranking with respect to other ones in the scientific world, evaluate international activity.
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Granshaw, Lindsay. "D. T. Bird (compiler), Catalogue of the printed books and manuscripts (1491–1900) in the library of St Thomas's Hospital Medical School, London, St Thomas's Hospital Medical School, 1984, 8vo, pp. 424, illus., £9.80." Medical History 30, no. 2 (April 1986): 239. http://dx.doi.org/10.1017/s0025727300045610.
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Loy, John. "Birds of a Feather Flock Together: The Congruence of Personality Types within Librarians’ Subject Specialties." Evidence Based Library and Information Practice 3, no. 4 (December 3, 2008): 57. http://dx.doi.org/10.18438/b8vw3m.
Full textAbstract:
A Review of:
Williamson, J.M., A.E. Pemberton, and J.W. Lounsbury. “Personality Traits of Individuals in Different Specialties of Librarianship.” Journal of Documentation 64.2 (2008): 273-86.
Objectives – To investigate the personality traits of a range of librarians and information professionals using the Personal Style Inventory (PSI), and to investigate whether the personality traits of those in person-orientated library specialties differ from those in technique-orientated specialties.
Design – Self-selecting survey.
Setting – Solicitations to complete the survey were sent out via 10 e-mail discussion lists, and paper copies were made available at the annual American Library Association conference in 2002.
Subjects – 2,075 librarians and information science professionals.
Methods – Participants completed the survey either in print format, as an e-mail attachment or a Web form. The survey format was an adaptation of the PSI scale using 13 of the accepted 16 scales, namely:
• adaptability
• assertiveness
• autonomy
• conscientiousness
• customer service orientation
• emotional resilience
• extraversion
• openness
• optimism
• teamwork
• tough-mindedness
• visionary-operational work style
• work drive
Responses were analysed using a two-step cluster analysis technique, and participants were grouped into seven clusters.
Main Results – The largest group of respondents was cataloguers at 23.7%, followed by other (health or law) 19.1%, academic reference librarians 13.2%, special librarians 12.3% with all other groups in single figures. Respondents were divided up into the following seven clusters.
• Cluster 1, the “unadaptive” group -- so labelled because several unadaptive traits such as low emotional resilience, low optimism, low teamwork, and low work drive are included.
• Cluster 2, “adaptive academic reference librarians” -- high on customer service orientation, extraversion and teamwork, and low on tough-mindedness.
• Cluster 3, “adaptive cataloguers” -- low on customer service orientation and possessing a more operational work style.
• Cluster 4, “adaptive special librarians” -- high on autonomy, customer service orientation and extraversion.
• Cluster 5, “adaptive distance education librarians, public librarians, records managers, and school librarians” -- possessing a visionary work style and scoring high on adaptability, assertiveness, customer service orientation, emotional resilience, high extraversion, openness, optimism, and teamwork; scoring low on tough-mindedness.
• Cluster 6, “adaptive other information professionals” -- also possessing a visionary work style and with high scores on adaptability, assertiveness, autonomy, customer service orientation, emotional resilience, extraversion, openness, optimism, teamwork, and work drive.
• Cluster 7, “adaptive archivists and systems librarians” scoring high on assertiveness, openness, and tough-mindedness.
Most clusters were comprised of a single occupational group, with only Clusters 1 and 5 made up of individuals from more than one group.
Conclusion – The results indicate that different librarianship subspecialties can be differentiated by personality traits, and that individuals are likely to be drawn to either person-orientated or technique-orientated library specialties depending on their personality traits.
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Rouit, Huguette. "Bibliotheques messageres d’art et de culture." Art Libraries Journal 12, no. 4 (1987): 10–24. http://dx.doi.org/10.1017/s030747220000537x.
Full textAbstract:
The situation for libraries in France, particularly art libraries, is complex. Administrative structures differ from those of other countries and from one another, but the existence of networks provides a means of linking different libraries and systems and of sharing and exploiting their common resources. Art education is currently a government priority; libraries of schools of art (including that of the Ecole du Louvre) are among the art libraries which fall within the sphere of the Ministry of Culture and Communication. The training of French museum personnel is now the responsibility of the new École du Patrimoine attached to the Ecole du Louvre and served by its library and a related documentation centre. Co-operation among art libraries is demonstrated by their participation in union catalogues and computer networks: the Ministry of Culture and Communication has adopted the LIBRA system, developed for public libraries, and some art libraries within the Ministry’s jurisdiction have recently joined the network. Their peculiarities have necessitated some adaptions of the system. Still more national co-operation is essential: the professional associations, including the Art Subsection of the Association des Bibliothécaires Français, advocate it; the technology is available. Now is the time for French art librarians to seize the opportunity of joining together to serve an eager public - ‘tous les publics’ - more effectively than ever before.
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Mungello, D. E. "Western Books on China Published up to 1850 in the Library of the School of Oriental and African Studies, University of London: A Descriptive Catalogue. John Lust." Isis 81, no. 3 (September 1990): 619–20. http://dx.doi.org/10.1086/355538.
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Preddie, Martha Ingrid. "Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs." Evidence Based Library and Information Practice 4, no. 4 (December 14, 2009): 58. http://dx.doi.org/10.18438/b8sp7f.
Full textAbstract:
A Review of:
Julien, Heidi and Cameron Hoffman. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly 78.1 (2008): 19-41.
Objective – To examine the role of Canada’s public libraries in information literacy skills training, and to ascertain the perspectives of public library Internet users with regard to their experiences of information literacy.
Design – Qualitative research using semi-structured interviews and observations.
Setting – Five public libraries in Canada.
Subjects – Twenty-eight public library staff members and twenty-five customers.
Methods – This study constituted the second phase of a detailed examination of information literacy (IL) training in Canadian public libraries. Five public libraries located throughout Canada were selected for participation. These comprised a large central branch of a public library located in a town with a population of approximately two million, a main branch of a public library in an urban city of about one million people, a public library in a town with a population of about 75,000, a library in a town of 900 people and a public library located in the community center of a Canadian First Nations reserve that housed a population of less than 100 persons. After notifying customers via signage posted in the vicinity of computers and Internet access areas, the researchers observed each patron as they accessed the Internet via library computers. Observations focused on the general physical environment of the Internet access stations, customer activities and use of the Internet, as well as the nature and degree of customer interactions with each other and with staff. Photographs were also taken and observations were recorded via field notes. The former were analyzed via qualitative content analysis while quantitative analysis was applied to the observations.
Additionally, each observed participant was interviewed immediately following Internet use. Interview questions focused on a range of issues including the reasons why customers used the Internet in public libraries, customers’ perceptions about their level of information literacy and their feelings with regard to being information literate, the nature of their exposure to IL training, the benefits they derived from such training, and their desire for further training. Public service librarians and other staff were also interviewed in a similar manner. These questions sought to ascertain staff views on the role of the public library with regard to IL training; perceptions of the need for and expected outcomes of such training; as well as the current situation pertinent to the provision of IL skills training in their respective libraries in terms of staff competencies, resource allocation, and the forms of training and evaluation. Interviews were recorded and transcribed. Data were interpreted via qualitative content analysis through the use of NVivo software.
Main Results – Men were more frequent users of public library computers than women, outnumbering them by a ratio ranging from 2:1 to 3.4:1. Customers appeared to be mostly under the age of 30 and of diverse ethnicities. The average income of interviewed customers was less than the Canadian average.
The site observations revealed that customers were seen using the Internet mainly for the purposes of communication (e.g., e-mail, instant messaging, online dating services). Such use was observed 78 times in four of the libraries. Entertainment accounted for 43 observations in all five sites and comprised activities such as online games, music videos, and movie listings. Twenty-eight observations involved business/financial uses (e.g., online shopping, exploration of investment sites, online banking). The use of search engines (25 observations), news information (23), foreign language and forum websites (21), and word processing were less frequently observed. Notably, there were only 20 observed library-specific uses (e.g., searching online catalogues, online database and library websites). Customers reported that they used the Internet mainly for general web searching and for e-mail.
It was also observed that in general the physical environment was not conducive to computer use due to uncomfortable or absent seating and a lack of privacy. Additionally, only two sites had areas specifically designated for IL instruction.
Of the 25 respondents, 19 reported at least five years experience with the Internet, 9 of whom cited experience of 10 years or more. Self-reported confidence with the Internet was high: 16 individuals claimed to be very confident, 7 somewhat confident, and only 2 lacking in confidence. There was a weak positive correlation between years of use and individuals’ reported levels of confidence.
Customers reported interest in improving computer literacy (e.g., keyboarding ability) and IL skills (ability to use more sources of information). Some expressed a desire “to improve certain personal attitudes” (30), such as patience when conducting Internet searches. When presented with the Association of College and Research Libraries’ definition of IL, 13 (52%) of those interviewed claimed to be information literate, 8 were ambivalent, and 4 admitted to being information illiterate. Those who professed to be information literate had no particular feeling about this state of being, however 10 interviewees admitted feeling positive about being able to use the Internet to retrieve information. Most of those interviewed (15) disagreed that a paucity of IL skills is a deterrent to “accessing online information efficiently and effectively” (30). Eleven reported development of information skills through self teaching, while 8 cited secondary schools or tertiary educational institutions. However, such training was more in terms of computer technology education than IL. Eleven of the participants expressed a desire for additional IL training, 5 of whom indicated a preference for the public library to supply such training. Customers identified face-to-face, rather than online, as the ideal training format. Four interviewees identified time as the main barrier to Internet use and online access.
As regards library staff, 22 (78.6%) of those interviewed posited IL training as an important role for public libraries. Many stated that customers had been asking for formal IL sessions with interest in training related to use of the catalogue, databases, and productivity software, as well as searching the web. Two roles were identified in the context of the public librarian as a provider of IL: “library staff as teachers/agents of empowerment and library staff as ‘public parents’” (32). The former was defined as supporting independent, lifelong learning through the provision of IL skills, and the latter encompassing assistance, guidance, problem solving, and filtering of unsuitable content.
Staff identified challenges to IL training as societal challenges (e.g., need for customers to be able to evaluate information provided by the media, the public library’s role in reducing the digital divide), institutional (e.g., marketing of IL programs, staff constraints, lack of budget for IL training), infrastructural (e.g., limited space, poor Internet access in library buildings) and pedagogical challenges, such as differing views pertinent to the philosophy of IL, as well as the low levels of IL training to which Canadian students at all levels had been previously exposed.
Despite these challenges library staff acknowledged positive outcomes resulting from IL training in terms of customers achieving a higher level of computer literacy, becoming more skillful at searching, and being able to use a variety of information sources. Affective benefits were also apparent such as increased independence and willingness to learn. Library staff also identified life expanding outcomes, such as the use of IL skills to procure employment.
In contrast to customer self-perception, library staff expressed that customers’ IL skills were low, and that this resulted in their avoidance of “higher-level online research” and the inability to “determine appropriate information sources” (36). Several librarians highlighted customers’ incapacity to perform simple activities such as opening an email account. Library staff also alluded to customer’s reluctance to ask them for help.
Libraries in the study offered a wide range of training. All provided informal, personalized training as needed. Formal IL sessions on searching the catalogue, online searching, and basic computer skills were conducted by the three bigger libraries. A mix of librarians and paraprofessional staff provided the training in these libraries. However, due to a lack of professional staff, the two smaller libraries offered periodic workshops facilitated by regional librarians.
All the libraries lacked a defined training budget. Nonetheless, the largest urban library was well-positioned to offer IL training as it had a training coordinator, a training of trainers program, as well as technologically-equipped training spaces. The other libraries in this study provided no training of trainers programs and varied in terms of the adequacy of spaces allocated for the purpose of training. The libraries also varied in terms of the importance placed on the evaluation of IL training. At the largest library evaluation forms were used to improve training initiatives, while at the small town library “evaluations were done anecdotally” (38).
Conclusion – While Internet access is available and utilized by a wide cross section of the population, IL skills are being developed informally and not through formal training offered by public libraries. Canadian public libraries need to work to improve information literacy skills by offering and promoting formal IL training programs.
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Wilson, Virginia. "Female Public Library Patrons Value the Library for Services, Programs, and Technology." Evidence Based Library and Information Practice 4, no. 1 (March 8, 2009): 17. http://dx.doi.org/10.18438/b8dp58.
Full textAbstract:
A Review of:
Fidishun, Dolores. “Women and the Public Library: Using Technology, Using the Library.” Library Trends 56.2 (2007): 328-43.
Objective – This study attempts to give insight into why and how women use the public library and information technology, and how they learned to use the technology.
Design – Qualitative survey.
Setting – The research took place at the Chester County Library in Exton, Pennsylvania, USA.
Subjects – One hundred and eighty-four female library patrons 18 years and older.
Methods – An anonymous qualitative survey was handed out to all patrons at the Chester
County Library 18 years of age and older who came into the library on four separate days and times. Times were chosen to obtain a good representation of library patrons, and
included daytime, evening, and weekend hours. The survey consisted of questions about library use, information sought, information seeking behaviour, technology used, and how the respondents learned to use the technology. The surveys were collated and spreadsheets were created that reported answers to yes/no and other data questions. Word documents facilitated the listing of more qualitative answers. The data were analyzed using a thematic content analysis to find themes and patterns that emerged to create grounded theory. In thematic content analysis, “the coding scheme is based on categories designed to capture the dominant themes in a text (Franzosi 184). There is no universal coding scheme, and this method requires extensive pre-testing of the scheme (Franzosi 184). Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154).
Main Results – The survey asked questions about library use, reasons for library use, using technology, finding information, and learning to use online resources. A total of 465 surveys were distributed and 329 were returned. From the surveys returned, 184 were from female patrons, 127 from male patrons, and 18 did not report gender. The data for this article are primarily taken from the 184 female respondents who reported ages between 18 and 79 years. Seventy-one percent of these reported having a bachelor’s degree or higher. The study uses some contrasting data from the men’s responses where appropriate. In terms of library use, out of the 184 respondents, 42% came to the library monthly, while 36% visited the library weekly. Sixty-two percent of respondents knew they could email the library and 72% knew that they could call the library with questions. As for reasons for library use, the most prominent response was to borrow books rather than buying them. The second most common reason for using the library related to children’s books and programming for children. Other common reasons for library use included research activities, using public computers, reading, use of services such as photocopying and tax forms, and to volunteer or tutor. The library was also used as a place of solitude, where women could find a place and time for themselves. The author compared the men’s results to the women’s responses, and found that coming to the library for books was lower on the list, and very few men mentioned children’s library services. Men came to the library more often than women to study or read.
In terms of using technology, the female respondents were fairly tech-savvy. Seventy-four percent of respondents felt comfortable using computers. Only 5% replied that using computers meant more work for them. Eighty-two percent said they used a computer on a regular basis, and 98% reported that they had used the Internet. Out of those who use the Internet, 91% used it at home, 64% used it at work, and 34% used it at the public library. Ninety-eight percent of women who used the Internet used a search engine such as Google or Yahoo to find information. Topics frequently mentioned were medical and travel information, information for their children, and shopping. Men, by contrast, listed shopping and finding medical information as their second reason for using the internet. General research topics were most frequently cited by men.
Seven survey questions focused on finding information. The Internet was the number one choice for finding health information, sports scores, the date of Thanksgiving, and the phone number of their state Senator. The library was the first place to find a good book. Results indicated that although women use libraries to find information, they use the Internet more, as libraries were at least third on the list of places women looked for most of the topics inquired about.
When asked about their computer use, 71% of respondents said they used a computer to gain information for work, 74% said they used it for hobbies, and 81% used it to access medical information on the Internet. Sixty-five percent of respondents used email and chat to keep in touch with family and friends. 30% of the women asked felt that books were more valuable than using a computer. Forty-six percent reported that being able to ask a librarian for help was an appreciated service. The use of library technology figured in the survey. Seventy-two percent of respondents reported that they were comfortable using the online catalogue and 53% said they used the library’s webpage. Only 19% said they used the library’s databases. The comments section of the survey included evidence that the women either did not know these electronic resources existed, or they did not understand what databases are for. However, 47% said they had access to online databases from other sources, for example, higher education institutions, public schools, businesses.
Those who did use online databases were asked how they learned to use them. Sixteen percent were self-taught. Only a few had formal training, including 3% who were taught by a public library staff member. Sixty percent of respondents indicated they would like formal training: 23% preferred individual training, while 77% preferred training in a class setting.
The survey attempted to discern the value of participants’ library experience by using positive and negative critical incidents. The participants responded to questions about their best and worst experiences using the library. Best experiences included those involving books; children’s literature, programs, and family projects; library technology; access to non-print materials; the library as a place for solitude; other library services; and library staff. The negative experiences included library issues such as having to return books on time, getting an overdue notice or fine on an item already returned, and desired books being out of the library, noise in the library. The number of positive experiences reported was higher than the number of negative experiences.
Conclusions – Although definitive conclusions are difficult to make using qualitative analysis, Fidishun summarizes her findings by reporting that her study of women public library patrons found that technology features prominently in women’s lives, and that they regularly use the Internet to find information. However, many women were not aware of the databases available at the public library. Books were an important part of the library experience for these women, as were traditional library services, such as asking a librarian for help. Women often are the ones who bring children to the library and seek information for them. And the women surveyed valued the library as place.
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Kavrus-Hoffmann, Nadezhda. "Catalogue of Greek Medieval and Renaissance Manuscripts in the Collections of the United States of America, Part IX: Chicago, Illinois, The Lutheran School of Theology at Chicago, The Jesuit-Krauss-McCormick Library." Manuscripta 59, no. 1 (January 2015): 61–139. http://dx.doi.org/10.1484/j.mss.5.105581.
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Melssen, Maria. "Varying Student Behaviours Observed in the Library Prompt the Need for Further Research." Evidence Based Library and Information Practice 9, no. 1 (March 5, 2014): 42. http://dx.doi.org/10.18438/b8pk7g.
Full textAbstract:
Objective – To determine if the behaviours of students studying in the library are primarily study or non-study related, the extent to which these behaviours occur simultaneously, what types of study and non-study behaviours are most common, and if the time of day or use of social media have an effect on those behaviours.
Design – Observational study.
Setting – Two university libraries in New York.
Subjects – A total of 730 university students.
Methods – Two librarians at 2 separate university libraries observed and recorded the behaviours of 730 students. Observations were conducted over the course of several weeks during the Fall of 2011 in the designated study or quiet areas, reference room, and at computer terminals of the libraries. Observations were made by walking past the students or by observing them from a corner of the room for between 3 to 10 seconds per student. Student activities were recorded using a coding chart. The librarians also collected data on the perceived age, gender, and ethnicity of the students and whether the students were using a computer at the time of observation. If students displayed more than one behaviour during a single observation, such as talking on the phone while searching the library’s online catalogue, the first behaviour observed or the behaviour that was perceived by the observer to be the dominant behaviour was coded behaviour 1.The second behaviour was coded behaviour 2.
Main Results – The behaviours of 730 students were observed and recorded. Two librarians at separate universities were responsible for data collection. Kappa statistical analysis was performed and inter-rater reliability was determined to be in agreement. Data was analyzed quantitatively using SPSS software.
Over 90% of students observed were perceived to be under 25 years of age and 56% were women. The majority were perceived to be white (62%).
Of the 730 observations, 59% (430) were study related and 37% (300) were non-study related. The most common study related behaviours included reading school-related print materials (18.8%) and typing/working on a document (12.3%). The most common non-study related behaviours included Facebook/social media (11.4%) and website/games (9.3%). The least common study related behaviour was using the school website (1.2%) and the least common non-study related behaviour was “other on the phone” (0.1%).
Second behaviours were observed in 95 of the 730 students observed. Listening to music was the most common second behaviour (35.8%) and educational website was the least common (1.1%).
Most study observations were made on Mondays and most non-study observations were made on Thursdays and Fridays. Throughout the entire day, study related behaviours were observed between 62-67% of the time regardless of the time of day. Students working on computers were more likely to be observed in engaging in non-study related behaviour (73%) than those not working on a computer (44%).
Conclusion – Students display a variety of study and non-study behaviours throughout the day with the majority of the behaviours being study related. Students also blend study and non-study activities together, as evident in their switching between study and non-study related behaviours in a single observation and their ability to multitask. Data gathered from this study provides evidence that students view the library as not only a place for study but also a place for socialization.
Several limitations of this study are acknowledged by the authors. First, behaviours that appear to be non-study related, such as watching videos on YouTube, could be study related. Many faculty members utilize social media tools such as Facebook, Twitter, and YouTube to support their course content. A student observed watching YouTube videos could be watching a professor’s lecture, not a video for entertainment purposes only. This lack of knowing definitively why students are utilizing social media while in the library may have led the authors to mistake non-study behaviour for study behaviour.
An additional limitation is the short duration of time spent observing the students as well as the proximity of the observer to the student. Observations lasting longer than 3 to 10 seconds and made at a closer range to the students could provide more accurate data regarding what type of behaviours students engage in and for how much time. In addition to the before mentioned limitations, the authors acknowledge that they had no way of knowing if the individuals being observed were actual students: the assumed students could have been faculty, staff, or visitors to the university.
Due to the study’s limitations, further research is needed to determine in greater detail what students are doing while they are studying in the library. This data would allow librarians to justify the need to provide both study and non-study space to meet the diverse needs of students. Conducting a cohort study would allow researchers to observe student behaviour longitudinally. It would minimize the limitations of short-term student observation as well as the proximity of the observer to the student. Research on the use of mobile technologies by students, such as smart phones, to access study related material while they are in the library would also yield valuable data regarding student study behaviours.
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McAllister-Harper, Desretta. "An Analysis of Courses in Cataloging and Classification and Related Areas Offered in Sixteen Graduate Library Schools and Their Relationship to Present and Future Trends in Cataloging and Classification and to Cognitive Needs of Professional Academic Catalogers." Cataloging & Classification Quarterly 16, no. 3 (October 4, 1993): 99–123. http://dx.doi.org/10.1300/j104v16n03_11.
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Haigh, Susan. "Children’s input is vital to creating an online library that meets children’s information needs." Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 86. http://dx.doi.org/10.18438/b83012.
Full textAbstract:
A review of
Druin, Allison. “What Children Can Teach Us: Developing Digital Libraries for Children with Children.” The Library Quarterly 75.1 (January 2005): 20-41.
Objective – Through use of an interdisciplinary research team that included children, the study aimed to demonstrate that including children in the design of a digital library for children would result in some new approaches that would improve the site’s usability for the target user group.
Design – Case study.
Setting – The research was conducted at University of Maryland over a four-year period and involved an interdisciplinary research team of adult researchers from information studies, computer science, education, art, and psychology as well as seven children aged 7-11.
Subjects – Seven children participated in the design team over two years; 153 children were observed and interviewed in the design phase; and the resulting new approaches were validated post-launch by analysis of International Children’s Digital Library (ICDL) (http://www.icdlbooks.org) users and usage patterns from November 2002-November 2003 (over 90,000 unique users and 19,000 optional questionnaire respondents).
Method – The study included seven children in the design team for a digital library of international children’s books, which resulted in new approaches to collection development, cataloguing, and the search interface. In the design phase, research methods involving the seven children included brainstorming techniques, “cooperative inquiry”, low-tech prototyping; and lab use studies. The team also undertook observation and interviews of 153 children engaged in searching and selecting books from public library catalogues. In validating the new approaches that resulted from the design research, the team employed web log analysis, a voluntary online survey, and working with children in local schools to understand their use of ICDL.
Main results – The inclusion of children’s viewpoints in the design stage of the ICDL had an impact in three areas: collection development, metadata, and interface design.
For collection development, the research showed that kids were interested in books about children from other cultures and other times in history; in animals, both real and make-believe; in books that are sensitive to other cultures; and in books that are in good condition. For metadata, the research showed that children do not distinguish ‘fiction’ and ‘non-fiction’; look for ‘scary stuff’ or ‘gross stuff’; are often seeking books that make them feel a certain way; care about the look of book covers and may recall books by jacket colours; and use free vocabulary like ‘princesses’ and ‘jokes’. For interface design, the children’s involvement led to more search options (utilizing the new categories of metadata that were created), and customization options such as ability to choose different forms and colour palettes for book readers (e.g. the comic book reader, the spiral book reader).
Web log and survey data, as well as lab tests, showed that the innovations resulting from the children’s design input were used. Of the over 90,000 unique users who visited the site in its first year, “genre” and “color” were statistically the fourth and fifth most popular search categories. In lab tests, girls used “color” twice as often as boys, and older boys preferred “genre” while younger children did not pay attention to that category.
Conclusions – A first conclusion is that children’s input is vital to creating an online library that meets children’s information needs, tendencies and preferences. Also, seven design principles emerged:
1. Children’s input is invaluable and they should be involved in the design of their libraries.
2. Digital collections for children should consider works both contemporary and historical, and in different languages and representative of different cultures.
3. A variety of search interfaces are needed and it is particularly important to express categories with visual icons.
4. Additional metadata can be needed to reflect children’s views of relevant search criteria.
5. Interfaces should be customizable, such as providing various formats of reader that could themselves be customized in colour.
6. Tools should be suitable for use from the home and for collaborative use, such as use by a parent with a child.
7. Innovation requiring high bandwidth must be balanced with a low bandwidth version to assure broadest possible use.
Lastly, the researchers concluded that more research is merited to assess the broader impact of digital libraries on children as searchers and readers.