Academic literature on the topic 'School library displays'

The progress of the library automation system (Library Management System) in the library has now been carried out, especially during a pandemic that requires maintaining distance and face-to-face contact. Starting from that thought, the UNISMA community service team is interested in holding library NGO (Library Management System) training activities Web-based BJ School. This BJ Scholl library website serves to present various information on books, journals and magazines, history and school vision and mission, member data, online book lending and book return data. Apart from the web, it also displays a link feature with several online libraries from several agencies. The training was carried out offline for 1 day and continued with online discussions. The training begins with the introduction of several topics about the website, followed by downloading and installation. Prior to the training, 100% of the participants had never created a website, either with wordpress or with other applications. And after the training, 60% of the participants have been able to apply website creation for their library. Some of the participants were constrained by a slow network and computer damage, so they were late in following the material given. All participants stated that this training was very useful.

Webster's Ninth New Collegiate Dictionary states that education involves learning and then defines learning as the acquisition of knowledge or understanding through study, instruction, or experience.1 This is the best and broadest definition of the term I know of and the one that most closely informs what I do in my work as director of the Cushing Memorial Library and Archives at Texas A&M University. I consider any activity that provides opportunities for study or experience as education. In a special collections environment, this includes traditional classroom teaching as well as many other undertakings—exhibits, displays, guided and self-guided tours, . . .

The average American displays the national banner every Fourth of July, shows respect by placing his or her hand over their hearts when it passes by in a parade, and (those of us of a certain age, anyway) remembers facing the starry standard in grade school while reciting the pledge of allegiance. Ask these same average Americans how much they actually know about Old Glory, however, and it may become apparent that the answer is “not much.” Therein lies the need for the present volume under examination.

Background Tobacco displays at point of sale have been shown to increase young people’s pro-smoking attitudes, susceptibility to smoking and smoking initiation. In Scotland, legislation that prohibited tobacco point-of-sale displays was implemented in large stores (i.e. those > 280 m2) in April 2013 and in small retailers in April 2015. Objective To assess the impact of the point-of-sale tobacco display ban on young people’s exposure to tobacco advertising, their attitudes to smoking and smoking susceptibility, and their risk of smoking initiation. Design Multimodal before-and-after study design using mixed methods to collect data at baseline (2013) and then longitudinally for 4 years. Setting Four main study communities in the central belt of mainland Scotland, UK, purposively selected to reflect two levels of urbanity (urban vs. small town) and two levels of deprivation (high vs. medium/low). Four matched communities. Participants In the main study communities, 94 tobacco retail outlets. All Secondary 2 (aged 13 years) and Secondary 4 (aged 15 years) pupils in 2013 and 2014 together with all Secondary 1 to Secondary 6 (aged 12–17 years) pupils in 2015–17. This included 6612 pupils who completed 14,344 questionnaires over 5 years. Three hundred and eighty-two participants in 80 focus groups who were recruited from Secondary 2 and Secondary 4 in 2013–17. In matched communities, 24 retail panel members in 2013–17. Main outcome measures Tobacco product and tobacco storage visibility, density of retail outlets (the number of retailers in a pre-defined area such as a residential neighbourhood), tobacco product exposure, brand awareness, perceived accessibility of tobacco, pro-smoking attitudes, pro-smoking norms, smoking susceptibility and smoking initiation. Data platform and methods The study had four components – a mapping and spatial analysis of retail outlets; a tobacco marketing audit, including retail panel interviews in matched communities; school surveys; and focus group discussions with secondary school pupils. Limitations The study was based on a small number of communities and did not include communities in remote areas. Results Compliance with the point-of-sale legislation in Scotland was high. This led to a large reduction in the visibility of tobacco products in retail outlets. However, when the results were stratified by socioeconomic status, declines in retailer density, weighted by total product visibility, were restricted to the least disadvantaged tertile of participants. Nevertheless, the implementation of the legislation was associated with a reduction in risk of both smoking susceptibility and smoking initiation in young people, as well as a reduction in the perceived accessibility of tobacco and in pro-smoking attitudes after both the partial and the comprehensive bans were introduced. Conclusions The Scottish point-of-sale legislation has been successful in reducing the overall visibility of tobacco products and is associated with improvements in attitudinal and behavioural outcomes in young people. However, cues that tobacco is for sale are still highly visible, particularly in retail outlets in areas of deprivation. In addition, the increase in retailer density that was observed after 2015 increased inequalities in product visibility. There was also evidence that the emergence of e-cigarettes may have disrupted the full impact of the legislation. Future work Our research indicates that further research is needed to examine the longitudinal relationships between tobacco outlet availability and product visibility inequalities; and the impact of e-cigarettes and standardised packaging on smoking initiation and prevalence. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 1. See the NIHR Journals Library website for further project information.

This study aims to discuss and see the evaluation of entrepreneurship education in elementary schools / madrasah ibtidaiyah. Elementary schools and madrasah ibtidaiyah that have implemented entrepreneurship education that can be used as references include: SD Entrepreneur Muslim Alif-A Piyungan Yogyakarta, SD IT Alam Harum Purbalingga, and MI Terpadu Qurrota A'yun Ponorogo. This research uses a qualitative approach. This type of research data is qualitative data and the data source is secondary data. While the data method used is library research (library research). Data analysis techniques through data reduction, data display, and withdrawal from the literature study conducted. Meanwhile, to check the validity of the data using triangulation of data sources. The results of this study explain that, the implementation of Entrepreneurship Education in elementary schools / madrasah ibtidaiyah can be carried out in three stages, namely: (1) The planning stage, including: formulation of program objectives, program vision and mission of entrepreneurship education, material which then incorporates educational values. entrepreneurship that will be developed in the Learning Implementation Plan; (2) Implementation stage, including: class, entrepreneurship, integrated with subjects, self-development activities, school culture; and (3) The evaluation phase, including entrepreneurial education activities based on entrepreneurial values that have been internalized and implemented in the behavior seen in the activities of students at school.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

When Sir Kyffin Williams, RA died in 2006 he bequeathed a large section of his estate to the National Library of Wales (NLW) – an institution with which the artist, most known for his landscape paintings of north-west Wales, had a long association. Combined with material already in the NLW’s collections, there are now over 200 works in oil, over 1200 works on paper and a comprehensive archive held at Aberystwyth. The collection’s presence in a library rather than museum or gallery raises questions of how the work can be displayed or exhibited. In this essay I will give some background to this collection and the wider art holdings of the National Library of Wales before discussing how geo-spatial approaches are being used to display this collection digitally. This work is being completed as a collaborative Knowledge Economy Skills Scholarship (KESS) PhD project between Aberystwyth University School of Art and the National Library of Wales. KESS is part-funded by the European Social Fund (ESF) through the European Union’s Convergence Programme (West Wales and the Valleys) administered by the Welsh Government.

Life skills are proven to be able to improve human civilization. Improving literacy culture is one way to develop human life skills. The National Literacy Movement/ Gerakan Literasi Nasional (GLN) initiated by the government is an effort to realize it. SDIT Salsabila 2 Klaseman has a Class Literacy Movement/ Gerakan Literasi Kelas (GLK) program. The limited space available is not a reason to discourage GLK. This type of research was case study field research. The institution studied was SDIT Salsabila 2 Klaseman. The subjects consisted teachers, principals, students and parents. Data was obtained by observation, interviews and documentation steps. Analysis was performed by using data reduction techniques, data display, triangulation, and conclusion drawing/verification. The data showed that the main purpose of GLK was to intensify the culture of school literacy, library revitalization, and maintain the stability of school library functions. The technical implementation is by creating a class library in each class, fostering a sense of belonging to the class library, supplying books from the school library to the class library, providing educational playgrounds in the area of the class library, giving rewards for students who are diligent in reading, achievements are informed in public, and explore the student guardian support. The problems that arise are the lack of teacher exemplariness, lack of consistency, supply of books from school libraries is still small, and the system of re-education has not been orderly.

We present a spatialization of digital library content based on item similarity and an experiment which compares the performance of this spatialization relative to a simple list-based display. Items in the library are elementary school, middle school, and high school science and engineering learning resources. Spatialization and visualization are accomplished through two-dimensional interactive Sammon mapping of pairwise item similarities computed from the joint occurrence of word bigrams. The 65 science teachers participating in the experiment were asked to search the library for curricular items they would consider using as part of one or more teaching assignments. The results indicate that whereas the spatializations adequately capture the salient features of the library’s content and teachers actively use them, item retrieval rates, task-completion time, and perceived utility do not significantly differ from the semantically poorer but easier to comprehend and navigate list-based representations. These results put into question the usefulness of the rapidly increasing supply of information spatializations.

<p><strong>Abstract.</strong> Cartograms are maps in which the areas of regions (e.g. states, provinces) are rescaled to be proportional to statistical data (e.g. population size, gross domestic product). Cartograms are called “contiguous” if they maintain the topology of the conventional map (i.e. regions are displayed as neighbours on the cartogram if and only if they are geographic neighbours) [1]. An example of a contiguous cartogram, showing the 48 conterminous states of the USA with an area proportional to their population, is shown on the right of Figure 1. Such maps are an invaluable addition to a professional geographer’s toolbox. However, producing contiguous cartograms should not be the privilege of only a handful of experts in cartography. Journalists or bloggers, for example, may also benefit from a cartogram as an intriguing illustration of their own data. Similarly, high school students may enrich a term paper with a cartogram that can summarize data more effectively than raw numeric tables.</p><p>Until now, the creation of contiguous cartograms has been far from user-friendly, requiring computer skills that even experts in data visualization typically do not possess. In the past, publications that introduced new cartogram algorithms rarely included computer code. Some authors of more recent publications have posted their code online [1,2], but their software usually requires technical knowledge (e.g. about shell scripting, compiling, GIS) that pose insurmountable obstacles for most users. To remove these hurdles, we have recently developed the web application <i>go-cart.io</i> [3] with an interface that is easy to use, even for non-experts.</p><p>Over the past 15 years, several other applets have been posted on the worldwide web, but they either offer only a limited number of precomputed cartograms [4,5] or are no longer actively maintained [5–8]. In particular, the shift away from Java applets has made it challenging to run some of these legacy applications. This status quo has been against the current trend towards “citizen cartography”, mainly driven by online tools that enable even untrained users to produce maps from their own data. It has been shown that most users perceive contiguous cartograms, though potentially challenging to read, as an effective method to display data [9]. It is therefore timely to develop a new web interface that makes it easier to generate cartograms.</p><p>While previous cartogram generators required users to install software (e.g. Java) on their computer, <i>go-cart.io</i> is based on JavaScript that can be run in any contemporary web browser without additional downloads. We decided to simplify the data input as much as possible. We have curated a “library” of topologies so that users do not need GIS expertise to create geospatial vector data. The entries in this library are currently limited to only a few countries split into administrative divisions (e.g. USA by state, China by province), but we will expand the selection over the coming months. We may also, at a later stage of the project, allow users to upload their own map data. Users can select a country from a dropdown menu (highlighted in Figure 1). Afterwards users specify the desired areas and colours for each region on the cartogram either by editing a spreadsheet in the browser or by uploading a CSV file.</p><p>After data are transmitted, a remote server calculates the cartogram transformation with the recently developed fast flow-based algorithm [1]. Because the calculation is entirely server-side, we eliminate any dependence on the client’s hardware. We tested the application with various countries and input statistics. For typical input, the calculation finishes within 10 to 15 seconds. If the calculation needs substantially longer, the application displays a bar chart instead of a cartogram as a fallback. The cartogram is displayed in the browser window side by side with the conventional (i.e. equal-area) map (Figure 1). The user can explore both maps with various interactive features implemented using the D3.js library [10]:</p><ul><li><i>Linked brushing:</i> when the mouse hovers over a region on the equal-area map, the corresponding region is highlighted on the cartogram and vice versa.</li><li><i>Infotip:</i> a text box containing the name and statistical data of the highlighted region appears above the map (Figure 1).</li><li><i>Map switching:</i> users can smoothly morph the image from equal-area map to cartogram and vice versa by clicking on the cartogram selector (Figure 1).</li></ul><p>Users can save all generated equal-area maps and cartograms as SVG vector image files and directly share them on social media (Figure 1). We are currently conducting evaluations to measure how effective the application is in allowing users to easily generate and analyse their own cartograms. Our initial results suggest that these features are well received by users. We believe that, with a user-friendly interface, contiguous cartograms have the potential to gain more popularity as an attractive and engaging method to visualize geographic data.</p>

This present study sought to evaluate the effectiveness of two types of school library displays: a display with books only, called Display, and a display with books, posters, models, copy, and realia, called Display +. The effectiveness of these displays was to be measured in two ways: a) through the observation of the attaction power, holding power and viewer participation in a display and b) through measuring the circulation of displayed books. Before commencing the study a literature search was conducted. The result of the literature search yielded four authors, Goldhor (1972; 1981), Aguilar (1983), Watson (1985), and Baker (1986), who had researched the relationship between circulation and displays. Each of these studies used the measurable effect of circulation increasing, decreasing or remaining constant to determine the effect of the display. This present study used a similar methodology and monitored the circulation of books on both types of displays. However, this study sought to go beyond the effect of circulation in determining the effectiveness of displays because the previous studies had not taken into account the library user who is affected by the display but is unable to borrow a book from the display. The literature search turned towards the area of museum exhibits and displays and the methodology employed to evaluate these exhibits and displays. Shettel (1968), Warren (1972), Screven (1976), Linn (1976), Clowes and Wolfe (1980), and Miles (1982) used attraction and holding power as measures of museum exhibit and display effectiveness. Similarly, library users can be attracted and their attention held by library displays. To the variables of attraction and holding power this study added the variable of participation, picking up books or other items in the display not necessarily with the intent of borrowing the books. In order to construct a Display + and control as far as possible the elements in the display a literature search of books and articles relating to the design elements of displays was conducted, and findings applied in the construction of the display. Shettel's (1968) methodology of unobtrusive observation was employed in this study with the added benefit of videotaping the observations. The hypotheses were set out in three groups, those relating to a single display, those comparing the effectiveness of Display and Display +, and those relating to circulation. The results of this study found in general that the attraction power of Display + exceeded the attraction power of Display but the holding power and participation in Display was greater than that of Display + indicating that the designer of library displays should pay particular attention to the purpose of displays in their libraries. The results of the circulation hypothesis confirmed the results of Goldhor (1972;1981), Aguilar (1983), Watson (1985), and Baker (1986) that more books circulated when they were displayed than when they were on the library shelves.