Journal articles 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>

Abstract Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading. Design – The design is mixed methods: tests, interviews and surveys. Setting – Eleven US sites involving school and public library partners. Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included. Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns. An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls. In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs. In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were administered, as well as a structured interview of library staff. Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools. The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary): predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home. Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year. Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978) and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores. In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established. The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and grandparents in outreach efforts.

Abstract This paper presents rankings of U.S. public policy schools based on their research publication output. In 2016 we collected the names of about 5000 faculty members at 44 such schools. We use bibliographic databases to gather measures of the quality and quantity of these individuals’ academic publications. These measures include the number of articles and books written, the quality of the journals the articles have appeared in, and the number of citations all have garnered. We aggregate these data to the school level to produce a set of rankings. The results differ significantly from existing rankings, and in addition display substantial across-field variation.

This research aims to find out how the implementation, impact, and constraints of the implementation of the program "Kanji Kuper" (Gerakan Wajib Kunjung Perpustakaan) as a strategy for optimizing library services in elementary schools. This research uses a qualitative approach with descriptive methods. This type of research is a case study because the research setting is in one of the elementary schools that implements the "Kanji Kuper" program. Data collection techniques through direct observation, documentation, and in-depth interviews. Data sources are obtained from informants: principals, library managers, and students. The validity of the data uses the triangulation of sources and techniques. Data is analyzed through data collection, data reduction, data feed and verification or withdrawal of conclusions. The results showed that the implementation of "Kanji Kuper" began by requiring teachers and students to do learning activities in the library. The visit schedule is arranged based on coordination between the class and the library administrator at least once a week. While in the library teachers are obliged to socialize "Kanji Kuper" and motivation by providing assignments to students to utilize the library resources available. There are always products or results made by students during visits to the library. Each month students' work is selected to be displayed in the school as a form of reward. The result of the implementation of the "Kanji Kuper" program is that the number of library visitors has increased dramatically so that it is slowly expected to improve the reading culture of students. The problem is that most students take advantage of the "Kanji Kuper" program just to play in the library so that the resulting task product seems less optimal. Some teachers still think that "Kanji Kuper" only takes up learning time.Keyword: library; school library; library servicesABSTRAKPenelitian ini bertujuan untuk mengetahui bagaimana implementasi, dampak, dan kendala dari pelaksanaan program "Kanji Kuper" (Gerakan Wajib Kunjung Perpustakaan) sebagai strategi optimalisasi layanan perpustakaan di Sekolah Dasar (SD). Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Jenis penelitian ini adalah studi kasus karena setting penelitian berada di salah satu sekolah dasar yang menerapkan program "Kanji Kuper". Teknik pengumpulan data melalui observasi langsung, dokumentasi, dan wawancara mendalam. Sumber data diperoleh dari informan yaitu: kepala sekolah, pengelola perpustakaan, dan siswa. Validitas data menggunakan teknik triangulasi sumber dan teknik data dianalisis melalui langkah-langkah pengumpulan data, reduksi data, sajian data dan verifikasi atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi "Kanji Kuper" diawali dengan mewajibkan guru dan siswa melakukan kegiatan pembelajaran di perpustakaan. Jadwal kunjungan disusun berdasarkan koordinasi antara wali kelas dengan pengurus perpustakaan minimal 1 minggu sekali. Selama di perpustakaan guru wajib memberikan sosialisasi "Kanji Kuper" dan motivasi dengan cara memberikan penugasan terhadap siswa agar dapat memanfaatkan sumber daya perpustakaan yang tersedia. Selalu ada produk atau hasil yang dibuat oleh siswa selama berkunjung di perpustakaan. Setiap bulan hasil karya siswa diseleksi untuk dipajang di mading sekolah sebagai bentuk reward. Hasil dari penerapan program "Kanji Kuper" adalah jumlah pengunjung perpustakaan naik drastis sehingga secara perlahan diharapkan dapat meningkatkan budaya membaca siswa. Kendalanya adalah sebagian besar siswa memanfaatkan program "Kanji Kuper" hanya untuk bermain di perpustakaan sehingga produk tugas yang dihasilkan terkesan kurang optimal. Beberapa guru masih beranggapan bahwa "Kanji Kuper" hanya menyita waktu pembelajaran.

Purpose The emoji, is it an endearing image to add to your text messages and email, or is it an increasingly important type of electronic data? According to a 2013 article by Jeff Blagdon, the idea of using some sort of symbol in electronic communication has been with us for about two decades. Japanese in origin, the earliest symbols of this type were developed in the era of pagers and old-style cell phones and were commonly called emoticons. Design/methodology/approach As devices developed a greater capacity to display graphical elements these keystroke representations were replaced with Unicode characters which display on our electronic devices, which we now call emoji. This instalment of the data deluge will look at the emoji as a form of data and explore how and why their ubiquity may create new opportunities for libraries. Findings Some readers, as well as the author of this column, may be tempted to scoff at the idea that the emoji is anything more than a form of shorthand for use in electronic communications or cutesy decorations. Originality/value One night she showed up at the class, and the instructor wrote on the board, “Computers in school libraries: A new tool or a flash in the pan?” He went on to warn school librarians to not be dazed by this “new computer phase” which he felt distracted both teachers and students from the real work of teaching and learning. He felt that if there were computers in schools, they only belonged in the mathematics classroom and that, even in that context, they only had limited application.

This paper presents the findings of an environmental scan conducted as part of a Digital Exhibits Intern Librarian Project at the Edmonton Public Library in 2016. As part of the Library’s 2016–2018 Business Plan objective to define the vision for a digital exhibits service, this research project aimed to understand the current landscape of digital displays in learning institutions globally. The resulting study consisted of 39 structured interviews with libraries, museums, galleries, schools, and creative design studios. The environmental scan explored the technical infrastructure of digital displays, their user groups, various uses for the technologies within organizational contexts, the content sources, scheduling models, and resourcing needs for this emergent service. Additionally, broader themes surrounding challenges and successes were also included in the study. Despite the variety of approaches taken among learning institutions in supporting digital displays, the majority of organizations have expressed a high degree of satisfaction with these technologies.

The low interest in reading our society greatly affects the quality of the Indonesian nation, because with the low interest in reading it cannot know and follow the development of science and information in the world. With the library, it can give students an "opiate taste" and bring about new habits, namely reading. This research is a descriptive study using a qualitative approach. The research location which is the main focus in collecting data is SD Negeri 1 in Pamengkang village, located in Mundu District, Cirebon Regency. Primary data is data obtained directly from informants such as school principals, teachers, students, and library staff. Secondary data used such as school archives, and other documents that can support the completeness of primary data. Data collection techniques is a way that researchers do in obtaining data. As for this study researchers used observation, interview and documentation techniques. Analysis of the data used is data reduction, data display, and conclusion drawing / verification. The results of the study show that the Utilization of School Libraries in Increasing Interest in Reading in SDN 1 Pamengkang, Mundu District, Cirebon Regency has carried out several efforts, but it has not yet run as expected, due to several factors, namely the state of the library, both from collections, facilities, and also not having librarians, so the library walk improperly following the existing path. Keywords: utilization; library; interest in reading Abstrak Rendahnya minat baca masyarakat kita sangat mempengaruhi kualitas bangsa Indonesia, sebab dengan rendahnya minat baca maka tidak bisa mengetahui dan mengikuti perkembangan ilmu pengetahuan dan informasi di dunia. Dengan adanya perpustakaan dapat memberikan “rasa candu” pada peserta didik dan memunculkan new habits yakni membaca. Penelitian ini merupakan penelitian dekriptif dengan menggunakan pendekatan kualitatif. Lokasi penelitian yang menjadi fokus utama dalam mengumpulkan data adalah di SD Negeri 1 di desa Pamengkang yang terletak di Kecamatan Mundu Kabupaten Cirebon. Data primer adalah data yang diperoleh langsung dari informan seperti kepala sekolah, guru, siswa, dan tenaga perpustakaan. Data sekunder yang digunakan seperti seperti arsip-arsip sekolah, serta dokumen lainnya yang dapat menunjang kelengkapan dari data primer. Teknik pengumpulan data merupakan cara yang dilakukan peneliti dalam memperoleh data. Adapun dalam penelitian ini peneliti menggunakan teknik observasi, wawancara dan dokumentasi. Analisis data yang digunakan yaitu data reduction, data display, dan conclusion drawing/verification. Hasil penelitian menunjukan Upaya Pemanfaatan Perpustakaan Sekolah dalam Meningkatkan Minat Baca di SDN 1 Pamengkang Kecamatan Mundu Kabupaten Cirebon sudah menjalankan beberapa upaya akan tetapi belum berjalan sesuai harapan, disebabkan oleh beberapa faktor yaitu keadaan perpustakan baik dari koleksi, sarana, dan juga belum mempunyai pustakawan sehingga perpustakaan berjalan seadanya mengikuti alur yang ada. Kata Kunci: pemanfaatan; perpustakaan; minat baca

Objective – To explore children’s Internet searching at home in order to make recommendations to designers, researchers, educators, and parents on how to assist children in becoming search literate through understanding children’s search roles. Design – Qualitative, exploratory study. Setting – Children’s homes in the urban areas of Maryland, Virginia, Delaware, and Pennsylvania. Subjects – 83 children (28 children were age 7, 29 were age 9, and 26 were age 11). 41 of the children were female and 42 were male. Parents of the children were also included in the study. 77% of the parent interviews were carried out with mothers, 15% were with fathers, and 8% were with both parents together. Methods – The authors conducted qualitative interviews both with the parents and the children. Parents were interviewed first and the interviews were audiotaped and transcribed. The interviews covered computer rules, children’s experience in searching, searching habits, and areas of frustration. Interviews with the children covered questions about frequency of computer use and reasons for searching. These interviews were video recorded and transcribed. After the interview, the children were asked to complete five search tasks, which were video recorded, and were asked if they had successfully completed the task and why they clicked the link results. The researchers also took notes throughout the interviews and search tasks. The researchers were able to analyze 80 transcripts from the children and 75 transcripts from the parents. The interview transcripts were coded using inductive, qualitative coding starting with open coding to identify categories of children’s search roles. The transcripts from the children interviews were coded three times by one researcher and the coding was verified by another researcher. The transcripts then were coded again using the code book developed by the first researcher. The researchers completed axial and selective coding to refine their search role categories. The researchers also analyzed the data in order to identify behaviours that distinguished the categories from each other. The same coding process was used for the parent interview transcripts. The results from the analysis of the parent interviews were used to verify findings from the children transcripts. Main Results – Children searching at home show seven different searching roles: developing, domain-specific, power, nonmotivated, distracted, rule-bound, and visual, with each search role being delineated by specific behaviors and/or abilities. Triggers for searching change as children age, with younger children searching based on personal interests while older children search for school-related information. Children rely on summaries shown on the results page, as well as familiarity with known websites, in deciding which links to click. Children are interested in both moving and still image results, with visual searchers, power, and distracted searchers frequently mentioning images in their interviews. Power searchers, those with the ability to use keywords and with an understanding of search engines, discussed less influence on their searches than others. Parents have more influence over younger children while school has more influence over older children. Parents helped and influenced their children’s searching in varied ways including demonstrating and offering advice for searching and setting rules for searching. Children often reported frustration with their searches, which was also reported by parents. Most of the children were unable to complete the complex search task as they were unable to separate the query into multiple parts. Few gender differences in searching were found, although researchers reported that games were a trigger for boys more often than girls, and boys declined to search more than girls. Girls were more influenced in their searching than boys and stopped searching due to boredom more often than boys. Conclusion – The authors suggest that the findings can help search engine designers, researchers, educators, and parents to assist children in becoming search literate. Designers should enable scaffolded, assisted searching in order to help searchers, especially with separating out multiple parts of a complex question and with encouraging fact-checking. Educators and parents can coordinate their efforts to more effectively help children overcome searching frustrations and challenges. Researchers could replicate the study to validate the search roles discovered by the authors and also extend the study to focus on searching in regards to gender and use of other devices, such as smartphones and tablets.

Abstract This study focuses on a comparison between the writing of Brazilian teachers and students, especially the visual organization of handwriting during the third year of primary school. Data was collected from observing eight different classes for 10 school days each. The analytical corpus was mainly composed of handwritten activities and graphical variations to the writing called textual graphic tools, which were classified within a framework based on the fields of graphic and rhetoric communication. The results compared the teacher and student graphical solutions for informational tasks, and while students reproduced the teachers’ visual strategies, especially the manipulation of space, they also possessed their own practices, where they displayed several creative means to sequence listed items.

In the world of information technology has changed the lifestyle in the aspect of our lives especially in the educational world. E-Raport is an academic information system used to input web-based student value data. The current value data input system is a benchmark for the creation of quality output and able to compete with other schools. One of the benchmarks that can be the competitiveness for other schools is the result of student learning assessments that are handled by each class. Problems that occur in the input of the value of Raport at SDN Sukanagara is currently still a manual that is the value of Raport recorded in the book Raport, so it takes a long time and a lot of energy needed. Research has the purpose of designing a value information system that facilitates the checking, recording and reporting of the computerized value of the students. Computerized Raport value reports can minimize errors in student data processing. This WEB based online raport is very easy data information and can be accessed anytime and anywhere, the system design works to insert and save value Report data and attendance and display info from school. The system uses data collection methods such as interviews, library studies, and system design, which are context diagrams, and prototypes. The information system of online Raport SDN Sukanagara is expected to be able to bring positive impact to the educational world, especially for SDN Sukanagara in the development of information technology applied in the world of education.

The article is prepared on the occasion of the 10-th death anniversary of Isaac Morgenstern, an outstanding researcher bibliographer, Doctor of Science in pedagogy, professor, Honored Higher School Worker, an expert in bibliographic science, social informatics, and book studies. The experience of the Scientific Library of Chelyabinsk State Institute of Culture in exploring the researcher’s personal library and archives is discussed. The vectors of the memorial exhibition activities are described. One of the significant projects of the Year of the Memory of Morgenstern was the release of the unique in its kind calendar-almanac "Homo Informatus - Homo Informans". Among the other memorial events are: the long-lasting themed exhibitions (“From a concept to implementation”, “We commemorate…” “The world of his interests” “The human world panorama”), the bibliography of inscribed publications, organization of the archive of journal and newspaper clippings collected by Isaac Morgenstern. At the Library’s www-site in the “Collections” section, you will find information on the collection of bibliographer’s personal library, in “Publications”- the almanac digital version, in “Exhibitions” section - virtual exhibitions similar to the traditional ones displayed in the reading room named after Isaac Morgenstern.

Soonafter his wife's incarceration in the Eberbach asylum in 1827, Herr S., a rector and soon to becomeGymnasiumprofessor in Weilburg, wrote to Philipp H. Lindpaintner, the asylum's director. The letter was about the pressing problem of his wife's illness, but, strangely, Herr S. spent a great deal of time chatting about himself — about his new position as professor; his recent salary raise; his new apartment “near the castle garden, where the Hofmarschal used to live”; his library; hisNaturalien-Kabinett(natural history collection), which will be put on display at theRathaus“for the use of schools and the enjoyment of the friends of nature and art.” Finally, Herr S. turned to the issue at hand: his wife's mental illness.

The quality of primary education in Indonesia in the last two decades has not changed much. One of the reasons for this condition is that learning at the elementary school/ madrasah level of madrasah has not yet developed high-level thinking skills. Therefore, starting in 2013, the government changed the primary education curriculum by presenting the 2013 curriculum. One of the substantial changes is that subjects are presented thematically for elementary schools/ madrasah ibtidaiyah. The curriculum change also gave birth to thematic textbooks, no longer subject-based textbooks. This study aims to describe what high-level thinking skills are developed through thematic books for students and how to design learning to grow these thinking skills in thematic books for teachers. This research applies a qualitative approach to the design of library studies. The primary source of this study is a thematic book for students and teachers in low grades, grades 1-3. Analysis of the data of this research through three stages, namely data condensation, data display, and drawing conclusions or verification. This study found that students' thematic books present higher-order thinking skills at the C4-C6 level referring to the revised Bloom's taxonomy. Student thematic books also present material to foster the ability to reason, think critically / creatively, and reasoning abilities. Meanwhile, the design of learning in the teacher's thematic books to promote higher-order thinking skills uses a scientific learning approach and is student-centred.

Objective – To determine whether library and information science (LIS) doctoral research at North American institutions has, over the last eighty or so years, displayed a clear trend toward addressing topics other than those associated with librarianship and traditional library functions; and whether one can discern, in this regard, any significant differences among those institutions. Design – Conceptual content analysis of dissertation titles and abstracts. Setting – North American universities with American Library Association accredited LIS programs in the period 1930 through 2009. Subjects – The titles and, to the extent available, the abstracts of 3,230 LIS doctoral dissertations completed at these institutions during this period. Methods – Having opted for a directed, single-category type content analysis, the researchers began by pre-establishing a group of terms which they assumed could “represent the core curriculum of the master’s in library science”: terms which they surmised would therefore be able to function, where they appeared in “the records of doctoral output”, as good indicators that that output itself can rightly be judged to have had “an explicit focus on libraries/librarianship” (pp. 36, 44). The terms selected were: “librar*”, “catalog*”, “circulat*”, “collection develop*”, “collection manag*”, “school media”, and “reference” (where “*” indicates truncation, and that any term beginning with the respective letter string was acceptable). The researchers then simply tallied for each of the 3,230 dissertations under investigation how many times one or more of the pre-chosen terms occurred in its title and in its abstract, not recording which term or terms that occurred. (They do not make entirely clear to what extent data collection was computerized.) They subsequently analyzed the data longitudinally and by institution, with only one, nominal and dichotomous, variable for the title as well as for the abstract: whether or not any of the pre-chosen terms occurred at least once. Multiple occurrences, whether of the same term or of varying terms, played no role. Their analysis for the entire period of 1930 through 2009 was based on title data only, and did not take doctorate-granting institution into account. The separate analysis (N=2,305) for the period 1980 through 2009 excluded the thirty cases in which one or more of the terms occurred in the title but none of them occurred in the abstract. Main Results – One occurrence of any of the specified terms in the title was, for the overall period of 1930-2009, enough for any given dissertation to be qualified as having an explicit focus on libraries/librarianship. The percentage of such dissertations remained fairly stable from the 1930s through the 1980s, at between 56% and 62%, with the exception of an unexplained dip for the 1950s to 44.1%. Then, for the 1990s, the researchers discovered a fall-off from 57.9% to 36.0%, and in the following decade a further decrease, down to a level of 21.5%. During the separately-analyzed period 1980-2009, the percentage of dissertations with at least one of the specified terms in the title as well as in the abstract diminished steadily from well over half (58.4%) for 1980-1984 to less than 1 in 5 (19.8%) for 2005-2009. A chi-square test revealed that the relationship between year of dissertation and term occurrence is statistically significant. By far the greatest decrease, of 15 percentage points, was that between the first half and the second half of the 1990s. Interestingly, during the whole thirty-year period, the percentage where a term appeared not in the title but only in the abstract remained fairly constant, at around 20%, give or take about 2.5 percentage points. Yet when one looks at how many of the dissertations displayed none of the terms in the title and none in the abstract, one sees a continuous increase starting at 20.7% for 1980-1984 all the way up to 61.0% for 2005-2009, with the sharpest climb, of more than 17 percentage points, occurring around the mid-1990s. The distinction between the year 1980 and the year 2009 is even greater: from just over 1 in 7 (14.7%) to more than 3 out of 5 (62.2%). The analysis by institution revealed a statistically significant relationship for the period 1980-2009 between institution at which the dissertation was written and the occurrence of any of the terms at least once in both title and abstract. Certain institutions (most notably SUNY-Albany, Syracuse, Missouri, Hawaii, Montréal, and Long Island) showed a much higher than average overall level of no occurrence, and some (Michigan in particular, but also, for example, Florida State and the University of North Carolina) displayed a remarkably consistent decline in occurrence. Conclusion – The researchers conclude that their study, insofar as North America is concerned, “has provided empirical evidence for . . . the lessening focus in LIS dissertations on topics commonly associated with librarianship” and that it “supports the assertion that this focus varies significantly between schools—with some schools demonstrating a more explicit connection to library-related topics than other schools” (p. 43). They are unsure how best to interpret these findings or how they could be applied, but they do offer certain suggestions for possible interpretations and pose a few questions regarding what those interpretations might imply (p. 44). One could, they suggest, argue that the terms employed in the study “are themselves antiquated, and dissertations are charting new territory, pushing the boundaries of both research and practice.” Another possibility is that “while the dissertations may not be immediately applied work, the work could be utilized for application.” On the other hand, it may simply be the case that the selected terms indeed remain trustworthy indicators, and that doctoral candidates “are no longer studying topics that are relevant to the practical field” of librarianship. One could perhaps even justifiably assert that LIS is in effect no longer a single unified discipline but, rather, has split into a library field and an information field, whereby the latter has been steadily gaining the upper hand in LIS programs, albeit less so at some institutions than at others. In pondering the above alternatives for interpretation of this study’s results, the library practitioner will probably also be inclined to reflect, the authors suggest, on the prospects for adequate academic research support of actual library practice, while keeping in mind, furthermore, that the formal education of future practitioners will largely remain in the hands of those trained as LIS doctoral students. To what extent will these educators feel an affinity with, and possess an understanding of, the world of practical librarianship?

Abstrak: Penelitian bertujuan untuk mendeskripsikan upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrta A’yun Kandangan. Metode penelitian ini peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus dan subjek dalam penelitian ini adalah Kepala Sekolah, Waka Kurikulum Sekolah, Waka Kesiswaan Sekolah, Kepala Perpustakaan, Koordinator Perpustakaan, Guru, Siswa dan Orang tua. Pengumpulan data dilaksanakan melalui observasi, wawancara dan dokumentasi. Teknis analisis yang digunakan penelitia adalah reduksi data, display data, dan penerikan kesimpulan. Peneliti menggunakan trianggulasi Teknik dan trianggulasi sumber untuk memperoleh keabsahan data. Berdasarkan hasil penelitian dapat disimpulkan bahwa upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan dengan upaya melalui kegiatan: 1) Penyediaan buku, 2) Jadwal Literasi, 3) Membuat Mading, 4) Reward, 5) Pojok Baca, dan 6) Perpustakaan Keliling. Faktor pendukung upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku-buku Baru, 2) Motivasi Guru, 3) Fasilitas, 4) Lingkungan, dan 5) Motivasi Orang tua. Faktor penghambat upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku yang tidak diperbaharui, 2) Gadget, 3) Waktu yang tidak mencukupi dan 4) Kurangnya dukungan orang tua.EFFORTS TO FOSTER STUDENTS’ INTEREST THROUGH LITERACY CULTURE AT SDIT QURRATA A’YUN KANDANGANAbstract: This study aims to describe the efforts to foster students 'reading interest through literacy culture at SDIT Qurrta A'yun Kandangan. This research uses a qualitative approach, a case study type with the subject of the Principal, School Curriculum Deputy, School Student Assistant, Head of the Library, Library Coordinator, Teachers, Students and Parents. Data collection was carried out through observation, interviews and documentation. The analysis technique used in this research is data reduction, data display, and conclusion. Researchers used technical triangulation and source triangulation to obtain data validity. Based on the results of the study, it can be concluded that the effort to foster students' reading interest through literacy culture at SDIT Qurrata A'yun Kandangan through the following activities: 1) Provision of books, 2) Schedule of Literacy, 3) Making Wallings, 4) Rewards, 5) Reading Corner and 6) Mobile Library. The supporting factors for the efforts to foster students 'reading interest through literacy culture at SDIT Qurrata A'yun Kandangan are 1) New Books, 2) Teacher Motivation, 3) Facilities, 4) Environment, and 5) Parents' Motivation. The inhibiting factors in trying to foster students' interest in reading through literacy culture at SDIT Qurrata A'yun Kandangan are 1) books that are not updated, 2) gadgets, 3) insufficient time and 4) lack of parental support.

Penelitian ini bertujuan untuk mengetahui: 1). Peran pendidikan kewarganegaraan dalam mengembangkan moral peserta didik, 2). Penerapan pembelajaran demokrasi dalam mengembangkan moral peserta didik. Metode penelitian yang digunakan yaitu metode kualitatif. Teknik pengumpulan data menggunakan observasi dan wawancara. Teknik pengolahan data menggunakan triangulasi. Teknik analisis data menggunakan data reduction, data display, and data conclusion drawing verification. Hasil penelitian menunjukkan bahwa 1). Pendidikan kewarganegaraan sangatlah berpengaruh dalam mengembangkan moral peserta didik dalam berinteraksi dengan lingkungan sekolah dan masyarakat 2). Demokrasi berperan penting dalam mengembangkan perilaku peserta didik dalam bersosial, bertoleransi, saling menghargai dan menghormati.Kata kunci: Perlindungan, Guru, Kekerasan, Siswa The role of civic education in developing morals through learning democracy. This study aims to in order to understand the: 1). The role of education has a hand in developing citizenship as a capital investment moral school tuition, 2). The application of democracy education has a hand in developing moral school tuition. Research methods that were used pt pgn promised to supply the qualitative method. The technique of the collection of data using observation and the objective of the interview. The technique of data processing using triangulation of. The technique of of the data analysis used data on reduction, team’s studios meeting rooms library data, a private economic analyst said the data conclusion drawing verification. The research results show that 1). Education is critical to citizenship as a capital investment has had a significant effect in developing moral school tuition of interacting with the vicinity of the school and the community 2). .Democracy play an important role in developing their activities in financing behavior school tuition in citizenchip , tolerant they begin , appreciate each other and respect .Keywords: Protection, Teacher, Violence, Students

This thesis is the result of field research to answer the question: How the Scientific Method Implementation Subjects Qur'an Hadith Madrasah Aliyah Negeri Lamongan, How Supporting and Inhibiting factors in the implementation of the Scientific Method Subjects Al -Qur'an Hadith Madrasah Aliyah Negeri Lamongan, How to Overcome Obstacles to the Implementation of the Scientific method Subjects Qur'an Hadith Madrasah Aliyah Negeri Lamongan. This research is a qualitative descriptive study in which research methods using the method of observation, interviews and documentation, The steps of analysis techniques in this study, namely Data Reduction (Data Reduction), Display Data (Data Display) and Data Verification. The results of this study concluded that the implementation of the Scientific Method 5M steps: Observe, ask, Trying, Associate and Communicating. Factors supporting the implementation of the scientific method is the mental attitude of educators, the ability of educators, instructional media were insufficient, library, facilities eligible, the school environment is conducive and the inhibiting factor is telatnya pengkontribusian books, difficulty adjusting material, method is emerging, assessment still sophisticated, learning tools, school hours are so dense, the difficulty in dealing with differences in the characteristics of learners, difficulties in obtaining resources and tools for learning, difficulties in conducting the evaluation and setting time. To overcome the inhibiting factor is by no delays in the contribution of the book, the agency held a workshop on learning as much as possible by means of the scientific method, assessment and learning how to manufacture the device, division of rest time. In line with the above conclusions, then to the academic community Madrasah Aliyah Negeri Lamongan in order to implement the scientific method as well as possible

The purpose of this study was to find alternative learning media used by teachers in the midst of the Covid-19 pandemic. During this pandemic, teachers competed to find alternative media to fulfill their duties as instructors and educators. The research method used was a qualitative study with a survey as a data collection technique distributed via Google forms to 275 teachers of Islamic Education. The data analysis consisted of three stages, namely data reduction, data display, and drawing and verification of conclusions. This study concluded that the education system made adjustments due to Pandemic Covid-19, one of them was learning media where previously the system through face-to-face directly became online learning. To realize this learning, teachers used various platforms such as WhatsApp, YouTube, Email, Edmodo, and others.

The Isidro Ayora School located in the Latacunga Canton, between Quijano / Ordóñez and Tarqui streets, has a museum that is open to the citizens without any age difference, projecting during the tour in a traditional, monotonous and unconventional way all their art, By this factor the influx of public is very sporadic, which does not allow the development and recognition of the Museum. For the development of the research was applied the hypothetical-deductive method and the analytical, on the other hand was applied the methodology of application development for Smartphones Mobile-D; Through the collection of information that involves eld research, it was veri ed that the Museum does not have technological alternatives that allow the dissemination of the historical-cultural heritage, thus demonstrating that the creation of the virtual guide through mobile technology is the technological solution to improve The user’s experience in visiting and disseminating museums; So is the search for the use of new technologies helping to turn a forgotten environment into an interactive and friendly environment. With the implementation of Mobile Technology in the Museum of the Isidro Ayora School, visitors will be able to interact with the art articles displayed and visualize their information on any Android device through a multimedia library by simply scanning the QR code that each contains and In consequence it will allow the innovation, difusion and recognition of the Museum.

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.

Abstract:The development of astronomy in determining the beginning of the Islamic lunar month has occurred so rapidly, along with the sophistication of technology that makes it easy for users to get information. The digital falak web-based application was made by Ahmad TholhahMa'ruf an astronomy scholar from Islamic boarding school who presented the astronomy books. This web- based application displayed data and calculations in several books of astronomy inclusion including IrsyadulMuridbook. The research method used was qualitative with descriptive approach. The type of data used was library research. The results showed that the algorithm used in the early reckoning of Islamic lunar inIrsyadulMuridbook based on the digital falak web was different toIrsyadulMuridbook. The results of calculating the book IrsyadulMuridwith the digital falak web of celibacy were inappropriate which was done manually within the last 3 years making the results different. So, it could be concluded that the digital Falak web was inaccurate if it was used for rukyat data. Evaluation was necessarily needed, thus hisab(astronomical calculation) result in digital falak web-based would be equivalent to hisab in IrsyadulMuridbook. Keywords:digital falak web,Islamic lunar month,IrsyadulMurid.

Abstract With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students’ digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students’ (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students’ digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

The transfer of knowledge and skills is a process that is closely linked to the measurement of its usefulness. It's hard to imagine teaching without considering the results and evaluation of students. At the same time, the current education system is based on a longstanding traditional paradigm. The aim of this article is to propose a new digital review system based on Microsoft visual studio (MSVS); it is the only one of its kind in terms of application versatility and also features professional interfaces for the interactive display of questions and answers. In our school, we have systematically assessed this program to determine the system performance of teaching staff and students, the findings of this study demonstrate the assumption that students were prepared for this type of knowledge; the evaluation result of the propose exam system outperforms conventional system about approximately 80%.

Purpose This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social media tools and digital literacy in school environments. Design/methodology/approach A three-step approach was used to collect both qualitative and quantitative data. First, the blogs of 23 fifth-grade students in an EFL class in Kuwait was analysed for one semester along with student perceptions and teacher observations. Second, a survey was distributed to the students at the end of the semester, and finally, four focus groups were conducted regarding educators’ perceptions on the use of social media, their skills and needs and problems encountered. Findings The findings showed that by the end of the semester, students were writing lengthy sentences, had fewer spelling and grammatical mistakes, were more motivated and independent and displayed a more positive attitude towards learning EFL. In addition, educators are enthusiastic about using Web technologies in their teaching practices but have several concerns such as digital literacy competencies, technology-use behaviour and lack of accessibility to digital content. Research limitations/implications The number of questions on the student survey could be reduced. Also, it would be preferable in future studies to require all students to blog at least twice a week which could provide a broader representation of their writing abilities. Originality/value Little research has been reported in the literature on the use of blogs in teaching EFL to primary school students. Most literature focuses on teaching EFL to university students. By using a mixed-methodology approach, this study also highlights the needs of educators and students in technology learning environments and makes a good contribution towards offering pragmatic solutions.

Although the idea of lending works of art originated in Germany in 1885, the first library to actually do so was that of Newark, U.S.A., through the initiative of John Cotton Dana in 1903-4. Other countries followed suit - Britain before the end of the Second World War, Scandinavia by the late 1950s, and France, where in recent years over 30 picture libraries have been established with state support under Mitterand’s Minister for Culture, Jack Lang.While in East Germany there are over 100 picture libraries lending mainly reproductions, in West Germany there are 61, lending exclusively original works. The Graphotek in Bremen Public Library is the third largest of these, and all citizens over 16 can borrow from its collection of over 2,200 works for eight weeks at a time, choosing either directly or, at any of the six branch libraries, from colour slides and catalogues.The Bremen Graphotek has set out to build up a representative collection of German and international art from all periods, with special emphasis on contemporary art; prints make up the greater part of the collection, and reproductions are excluded. 720 artists are represented; 50% of funding is reserved for Bremen artists. Over 33,000 loans have been made in the Graphotek’s first ten years, with 75%-80% of the collection being out on loan at any given time. There has been a gradual trend towards more borrowing by schools, hospitals, etc.The Graphotek has promoted 88 exhibitions. The last of these, on the occasion of the Graphotek’s 10th anniversary, displayed work by 70 artists illustrative of new directions in art since 1970.The Graphotek also functions as a centre for information on art, artists, art galleries, etc., with reference books and art journals available for consultation.

A Review of: Fraser-Arnott, M. (2017, May 17). Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles. Journal of Librarianship and Information Science. https://doi.org/10.1177/0961000617709062 Abstract Objective – To produce a theory that captures the professional identity experiences of library and information science (LIS) graduates employed in non-library roles. Design – Data collection and analysis were conducted using semi-structured interviews and grounded theory methodology. Setting – A variety of industry sectors located in the United States or Canada. Subjects – Twenty professionals with Master's degrees in LIS employed in non-library roles. Method – This study used the Glaserian Grounded Theory methodology, which requires constant theoretical sampling and comparison until no new data is found in any coding category. The researcher utilized two types of sampling in this study: snowball or chain referral sampling, and theoretical sampling. These techniques allowed the researcher to build a potential list of participants from a difficult to reach population. Study data was collected through semi-structured interviews divided into three sections: 1) participants were asked to describe their career experiences from their decision to attend library school to the present; 2) follow-up questions by the researcher in response to comments made by participants during the first phase; 3) questions listed in an interview guide that examined educational experiences, communities, and how participants identify themselves as professionals. Main Results – Study results produced the theory of Personalizing Professionalism, which suggests that each individual possess two identities that interact with one another throughout the course of one's career. The first is an internal appraisal of self that represents who one is as a professional. It is developed as a result of socialization in the profession and an understanding of personal motivations and interests. The second is an externally expressed identity that represents how an individual presents himself or herself to achieve professional goals. This can include self-imposed labels, such as "librarian", or strategies used to find a path within the profession. This process involves reflections and actions aimed at identifying what type of professional to be and steps required to achieve goals. The results also indicate that interactions with others impact an individual’s internal appraisal of self and externally expressed identity. Areas of conflict were identified when commonly held views of how a professional identity should be expressed did not match the identity that an individual developed or displayed to others. When conflicts arose, individuals used a variety of strategies to resolve the discrepancy between internal and external identities: assimilation, attempting to influence or change the perceptions of the group, or withdrawal. In terms of self-identifying as a librarian, the study found that participants who chose the term as a professional label believed that the work they do in non-library settings was still compatible with their definition of what it meant to be a librarian. Participants who identified as librarians some of the time and by their job title at other times did so based on an evaluation of which label would best advance their position with a given audience. Finally, participants who chose not to use the label of librarian had never internally associated with the role or job title; these individuals completed a LIS program to gain transferable skills or qualify for a wide variety of employment opportunities. Conclusion – The theory of Personalizing Professionalism provides insight into the development and expression of professional identity experiences when LIS graduates work in non-library roles. The results have value to practitioners and educators who market LIS programs or develop course content. For instance, in the future greater emphasis could be placed on transferable skill sets that are of value to roles outside of traditional library settings. Many participants described potential or actual conflicts when trying to place themselves within the LIS community because new ideas of what it means to be a “librarian” were rejected, leading to feelings of exclusion. Over time, this could lead to a detrimental loss of innovation and ideas.

Roman Law in Poland-Lithuania in the Light of Aleksander Mickiewicz’s 1829 Lecture on Polish Civil LawSummary The Polish Academy of Sciences library collection at Kórnik holds a manuscript with a lecture on Polish civil law and its history delivered by Aleksander Mickiewicz in 1829 at Krzemieniec School. This lecture provides us with a general idea of Mickiewicz’s views on the impact of Roman law on the development of Polish legal culture. Mickiewicz was rather critical of the views of Tadeusz Czacki, who had argued that Polish law was derived from Scandinavian law. Mickiewicz believed that Polish law under the early kings and princes of the Piast dynasty was a native creation, though subject to limited influence from Roman and German law. He held that Roman law originally came to Poland through canon law, but its influence was superficial. It was manifest in proceedings in the royal courts and in the borrowing of certain terms, which were sometimes used to designate purely indigenous legal institutions. This was also true of the usage of Roman terminology in Polish medieval chronicles. Mickiewicz saw the Roman elements in the 14th-century Statutes of Casimir the Great as an erudite display by their authors or as later additions to the original collection. Mickiewicz also devoted much attention to Lithuanian law. In particular, he showed that the Lithuanian Statutes were subject to the influence of many foreign systems of law including a number of elements borrowed from Roman law (wills, disinheritance, the penalty for parricide). Mickiewicz was convinced that Roman law appeared in the Grand Duchy at the same time as German law, and in connection with Lithuanian peregrinations for study abroad.

The process of reading, rereading, scrutinizing, re-scrutinizing and appraising an author’s work is not fi nite; moreover it is very dynamic and full of suprises. No doubt that the appraisal and re-appraisal is too complex, including cultural, literary, gender and genre components. This becomes more obvious when referring to an author whose works had been locked up in library stacks during the whole 45 years of totalitarian rule in Albania, and whose appraisal process cannot help facing up to the critical thinking led by biased politicization. In this study the appraisal of the works of one of the most outstanding Albanian writers of the 30s of the twentieth century, Etëhem Haxhiademi, will be done by presenting them in rapport with the present-day school, pre-university and university level readers. This re-appraisal is conducted with a cold logic, devoid of the vindictive political principles which brought the distorted evaluation of the authors’ works, as it happened for many other au-thors as well, and is striving to place the writer into the system of the genuine literary values. Once the reader’s inquisitiveness has been satisfi ed, even after reading a less-known or, moreover, an oblivious or banned literary work, he/she begins reading and rereading it, looking closely into it, essaying to fi nd a proper place for this work in the general system of the national, inter-balkanic and international literary values.E. Haxhiademi’s literary work was known by an older generations of readers whose es-thetic satisfaction it brought forth was confi ned in their consciousness: it was unknown or partly known, not by direct reading but by several interpretations of others, by a middle generation of readers who displayed a certain artistic uncertainty and indifference. However, nowadays it is intently being studied although in excessively fragmentary ways and in many cases even unsuitable ones, by the younger generation of readers who should have a more motivated curiosity for divulging its real values.In the history of the Albanian literature, as well as in the other East European Countries, the authors’ biographies and especially their political aspects, were used as selective criteria to appraise authors and their works, instead of being pure cognitive and studying means. This study intends to reveal the present-day school readers’ affi rmative attitudes or even the non-affi rmative ones, regarding Haxhiademi’s literary works, in the process of re-dimen-sioning the author’s values and those of his literary works.

Instagram is currently the social media platform most associated with online images (and their analysis), but images from other platforms also can be collected and grouped, arrayed by similarity, stacked, matched, stained, labelled, depicted as network, placed side by side and otherwise analytically displayed. In the following, the initial focus is on Instagram, together with certain schools of thought such as Instagramism and Instagrammatics for its aesthetic and visual cultural study. Building on those two approaches, it subsequently focuses on other web and social media platforms, such as Google Image Search, Twitter, Facebook and 4chan. It provides demonstrations of how querying techniques create online image collections, and how these sets are analytically grouped through arrangements collectively referred to as metapictures.

Introduction: Universitas Advent Indonesia is a boarding school that provides meal services to the students who live in the dormitory. However, not all of the students live in the dormitory, the students can opt to stay outside of the dormitory and stay in the campus’ surroundings. Thus, it is necessary to have a system that can differentiate which student is eligible to have meals in the campus’ dining room. Therefore, in this research we propose to use cards embedded with an RFID chip that can be authenticated using a card reader that connects to the university’s online system to determine and record the students that have meals in the dining room. In this research we use prototyping paradigm, that defines a set of general objectives for the proposed software and adding the detailed requirements or functions while the software is being deployed.: The implemented system proved can identify the students that are permitted to have meals at the campus dining room using RFID cards. When a student taps his/her card to the reader, the application reads the unique number and compared it with the record in the database and display the student’s name, photo and their status. The software also records the students who have tapped their card and prevent the student to take more than one plate in a meal time. The stored record in the database is integrated to the existing online system in the university and can be accessed by authorized parties in campus. The software can be further implemented to different departments in the university such as: library, dormitory, entrance gate; to provide an integrated single identity card that can be used to authenticate students in the campus.

Especially in Austria itself, it is estimated that in 2050 the Muslim population will be around 19.9% of the total population and the population increase will be second in Europe after Sweden with 30.6%. Interestingly again in Austria apart from being a secular country but it provides concern for Muslims to develop Islamic religious education there. Therefore, this study aimed to determine how universities in Austria prepared Islamic religion teachers at undergraduate level both in terms of models and curricula to face increasingly complex challenges and a growing number of Muslim citizens. This study used library research, while the approach used interpretative approach. The main reference source was the content on the university website that offers Islamic Religious Education programs. In addition, various sources lead to discourse and curriculum development in Austria. The number of data were displayed using descriptive statistics and described using descriptive qualitative. Then research design that would be carried out was to reveal the course content contained in the web and then reduced, especially in terms of the preparation curriculum for Islamic Religious Education teachers. Of the various courses presented were analyzed using content analysis where the important point was to take the most fundamental content that was related to the principles of curriculum development, namely contextual and responding to the challenges of the times. The results showed that the preparation of Islamic teachers in one of the colleges in Austria consists of undergraduate, graduate, and postgraduate degrees. Undergraduate program of Islamic Religious Education consists of two models, namely Bachelor’s Program Secondary School Teacher Training (General Education) – Subject: Islamic Religion and the specific name is Bachelor’s Program - Islamic Religious Education. In general, the content emphasis applied in the preparation of Islamic religious education teachers is still material-based.

Islamic educational orientation of AWH life in the middle of the twentieth century is purely religious. While AWH already initiated educational reform for Pesantren (boarding schools) oriented on ideal hereafter and mundane pragmatic. Islamic education which was formerly monopolized by traditional educational institutions and the students who could not think freely were reviewed by AWH through encouraging his students to think more openly and free yet carry on proper obedient to the teachers. The analysis was conducted through data reduction, display, and data verification. According to AWH, human is perfect being consists of physical and spiritual components and homo educandus capable of thinking, feeling and reasoning spiritually. The perfectness can be achieved through education by developing the potential and thinking skills, physical skills strengthened by faith. Pesantren educational reformations are (1) the foundation of pesantren education are Ilahiyah verses (Al-Qur’an and Sunnah) and kauniyah (the evidence of God’s existence appeared in natural laws, the system of universe); (2) The purpose of pesantren education is to shape human to be virtuous being accompanied with developed thinking skills, piety to Allah, and equipped with life skills. This, is actually in accordance with contemporary educational thought which covers cognitive, affective, spiritual and psychomotor aspects; (3) the curriculum of pesantren education should balance between practical life and ideal life, that is between religious sciences and secular sciences; (4) the teaching methods applied in pesantren are traditional methods such as sorogan and bandongan, as well as modern methods such as experiment, tutorial, and mudzakarah (discussions nad seminars); (5) learning resources such as library constitutes the heart of scientific life in pesantren, which was distinctively remarkable in AWH’s era. Factors influencing AWH’s thoughts are his own personal learning, the burgeoning thoughts proliferating during his era, social-cultural environment, educational background, his own intelligence, and support from policy makers, particularly his own family.

A Review of: Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54, 927-931. Objective – To examine the effects of multitasking while doing school work. The experiment specifically measured total time spent reading a simulated textbook passage and tested comprehension in students who received instant messages before reading, while reading, or not at all. Design – Experimental design in which one group of students read an online text while receiving and responding to instant messages. Comparison groups either received instant messages (IMs) prior to reading the text passage or did not receive any IMs during the task. Setting – General psychology department at Central Connecticut State University, United States. Subjects – Eighty-nine college students enrolled in general psychology courses. The participants included 43 women and 46 men and were between 17 and 46 years old. Most students were full time students (91%), most were European / White (74%) and in their first (46%) or second (33%) year of college. Participants’ academic majors represented all the schools in the university. Methods – Researchers created a simulated environment in which a passage from a psychology textbook was displayed on five consecutive screens. For the experimental group, an IM appeared on each of the five screens preceded by an alert sound. Messages were written to reflect the types of questions students might ask each other when they first meet, such as “What do you like to do in your spare time?” Subjects were randomized to three situations: receiving IMs before reading, receiving IMs during reading, or not receiving any IMs. Subjects were told that they would either receive IMs before reading, while reading, or not at all. Messages received during reading appeared one per screen after a specified time spent on each page (after 17, 15, 29, 20 and 26 seconds, respectively.) Students could take as long as necessary to read the passage and to respond to IMs. After reading the passage, students were given a multiple choice test with 25 questions to determine reading comprehension and retention. Students also completed a demographic questionnaire to measure their typical instant messaging behaviour, including the amount of time they spend each week instant messaging, how often IM software is on when their computer is on, and how often IM software is on when they are studying. Both of these activities took place on the same computers used for the reading experiment. Students were additionally asked to comment on the clarity of instructions, the representativeness of the task to their typical IM experiences, and the interest and similarity to normal coursework of the reading itself. These questions were asked on paper rather than on the computer. Software recorded the lengths of time each student spent in reading the passage, reading and responding to IMs, and answering the online questions. For those students who received IMs during reading, the time spent from receipt of each IM to each response was subtracted from the total reading time. Main Results – There were no differences in test performance between the three groups. Statistically significant differences were found in the amount of time that students took to complete the reading: students who instant messaged during reading took significantly longer to read the online text than those students who instant messaged before reading and those who did not IM, even when time spent receiving and responding to IMs was subtracted from the totals. Students who instant messaged before reading took the least amount of time in the exercise. Further statistical analysis revealed no significant differences in the time spent instant messaging between the two IM groups. Responses to the demographic questions indicate that students spend a mean 7.5 hours instant messaging per week, that 67% of students have IM software on “sometimes,” “often,” or “very often” while the computer is on and 62% of the time while studying. Analysis indicated that none of the IM use variables were correlated with test performance or reading time and that there were no significant differences between the experimental groups according to prior IM use. Responses from the 77 students who answered the questions about the experiment itself are also included, though not all of these students answered each question. Seventy students (99%) agreed or strongly agreed that instructions were clear. Seventy-one percent of the 52 students that received IMs agreed or strongly agreed that they were realistic, and 75% agreed or strongly agreed that they responded to IMs in a typical manner. Sixty-two students (82%) agreed or strongly agreed that the text was similar to those assigned for actual coursework, and 39 students (51%) agreed or strongly agreed that the passage was interesting. Students commented on the authenticity of the experiment in free text responses such as, “I responded how I would have to anyone,” and “they were questions that anyone I don’t know might ask.” Conclusion – This experimental study suggests that students who IM while reading will perform as well but take longer to complete the task than those who do not IM while reading or those students who IM before reading.

One of the government's policies in education in the 21st century is the enactment of educational autonomy. This policy needs to be accompanied by a change of leadership in the education unit. The leadership qualities of the head of the madrasah will determine whether the madrasah achieves its expected goals or not. The purpose of this research is to analyze outstanding leadership in the 21st century, which includes the characteristics, style, nature, requirements, quality, and competence that a madrasah head must possess. This research was conducted at SDN 5 Cileungsir, Ranch Subdistrict, Ciamis Regency, in March 2020. This research used a library study approach. The data used in this research is secondary data, as the techniques carried out are collecting various credible sources from books, written documents, and articles taken from quality national and international online journals and have been accredited. All references that the author provides in this article aim to inform the reader of the tips and requirements to be an ideal and competent leader in the 21st century, especially leaders in schools. All descriptions are equipped with explanations and examples of events that are often encountered in the field to be understood easily. Based on the research results, it can be concluded that a leader must display exemplary behavior in the madrasah he leads. The behavior of the head of the madrasah must reflect the high spirit of work and should be an example or role model for all people in madrasahs. The ideal educational leader of the 21st century is an innovative leader, a leader who can innovate, has managerial skills and technical skills, and is highly dedicated to what he leads. Managerial expertise is needed for leaders to handle the complexities of educational institutions, and educational leadership skills are needed to obtain innovative leaders in leading educational institutions to conform to a 21st-century education. He must have the vision, mission, willingness, and commitment to make changes, progress, understand processes, and create innovations and solutions. Besides, a leader must also have expertise and quality. Thus, if a leader can realize all these components, then the madrasah under its management can innovate better under the demands of education in the 21st century and per the objectives to be achieved.

A Review of: Bundy, M. L., & Wasserman, P. (1968). Professionalism reconsidered. College & Research Libraries, 29(1), 5-26. https://doi.org/10.5860/crl_29_01_5 AbstractObjective – In their 1968 editorial for College & Research Libraries, Mary Lee Bundy and Paul Wasserman interrogated the nature of librarianship as a profession. They describe what they see as the limits of contemporary practice and offer ways forward for those concerned with the status of librarians. Design – The article offers an analysis of the question, making use of selected contemporary literature on American librarianship, rather than empirical research or a literature review. Setting – Bundy and Wasserman locate their critique in the daily work of academic librarians. Their descriptions are based on their own observations. Subjects – The authors focus on “the real world in which librarians practice” rather than “abstract academic terms” (p. 7). Their subjects are library workers who, by virtue of the MLS, are identified as professionals in the library workplace. Bundy and Wasserman note that these library workers “often spend considerable time being concerned about whether or not they are truly professional” and go on to take up these concerns themselves (p. 5). Methods – Bundy and Wasserman compare librarianship to “what is customarily considered to constitute professional behavior” (p. 7). Their comparison is structured through an analysis of three categories of professional relationships: librarian to client, librarian to institution, and librarian to professional association. This taxonomy of relationships is their own; the authors do not refer to analyses of professionalism in other disciplines such as nursing, social work, or education, fields where similar questions have arisen. The authors describe each of these professional relationships in turn through their own observations as a professor and Dean of the library program at the University of Maryland. Main Results – Bundy and Wasserman argue that librarianship does not meet the threshold for professional behaviour in any of these three categories of practice. The relationship between the client and the professional requires expertise: “the professional knows” (p. 8). According to the authors, most reference transactions involve questions that “would not overtax the capacity of any reasonably intelligent college graduate after a minimum period of on-the-job training” while an “essential timidity” prevents them from clearly stating what they do know (p. 8). Given this, the relationship with the client can never be professional: the client knows as much as or more than the librarian. Bundy and Wasserman make an exception for children’s librarians, arguing that their clientele benefits from the “close control of the content of collections to reflect excellence” (p. 9). Otherwise, librarians are “in awe” of both the expanding bibliographic universe and the “growing sophistication of middle-class readers” (p. 9). Unless librarians understand themselves to be experts, and engage as experts with their clients, they cannot be professionals. Professionals also see themselves as superior to their institution, struggling against “institutional authority which attempts to influence [their] behavior and performance norms” (p. 14). The professional resists disciplinary mechanisms that force workers to conform to institutional norms, maintaining authority over their own work. In Bundy and Wasserman’s view, librarians instead display “rigid adherence to bureaucratic ritual” where “the intellectual and professional design is sacrificed upon the altar of economic and efficient work procedures” (p. 15). Librarians focus on the efficient completion of narrowly defined tasks that enable compliance with institutional demands instead of placing their relationships with clients at the center of their professional life. Library administrators encourage this restriction on the status of their employees. The authors argue that the librarian who attempts to maintain a professional relationship “is seen as a prima donna, impatient with necessary work routines, unwilling to help out in emergencies, a waster of time spent in idle conversation with his clientele about their work--renegade and spoiled” (p. 16). Acting “like a professional” is incompatible with the ways librarians normally relate within the larger institution. Finally, professional status requires professional associations. These associations should ensure the quality of education in professional programs while facilitating the growth of connections between professional librarians. Again, librarianship fails: its professional association is guilty of “accrediting and re-accrediting programs of doubtful merit thereby giving its imprimatur to schools very distant from any ideal or even advanced attainment” (p. 21). When it gathers librarians together at annual meetings, those committees “consist of members explaining why they have failed to complete assignments or committees which deliberate weightily the means for perpetuating themselves instead of considering the purpose or program, or still others which consume hour after hour preoccupied with minutiae” in organizations that are reduced to “the associational excesses of the ritual, the routine, and the social” (p. 23). Conclusion – For Bundy and Wasserman, librarianship fails to qualify as a profession because the field cannot lay claim to a particular area of expertise, slavishly follows the rules of the institutions in which it is embedded, and is governed by professional associations that fail to ensure the rigor of professional education while reducing relationship-building to the reproduction of the association itself. Unless the field works to become more thoroughly professional, they argue, librarianship cannot advance or innovate, doomed to “not only decline rapidly, but ultimately face obsolescence” (p. 25).

Berdasarkan hasil data yang di peroleh dari SLB Negeri Pembina Pekanbaru jumlah penyandang tunadaksa dan tunanetra dari jenjang pendidikan sekolah dasar sampai sekolah menengah atas yaitu sebanyak 18 orang. Membaca merupakan salah satu sarana yang dapat dijadikan metode untuk mengasah kemandirian setiap penyandang disabilitas terutama penyanang tunadaksa dan tunanetra. Untuk itu sangat di perlukan sarana dan prasarana yang mendukung seerti lemari buku, buku bacaan, meja dan kursi. Namun, saat ini fasilitas yang tersedia belum memenuhi criteria yang sesuai dengan kondisi penyandang tunadaksa dan tunanetra sehingga perlu dilakukan kajian menggunakan Metode Kansei Engineering yang menterjemahkan perasaan pengguna ke dalam spesifikasi desain produk. Tujuan dilakukannya kajian ini untuk mempermudah penyandang tunadaksa dan tunanetra dalam menggunakan fasilitas perpustakaan terutama lemari. Hasil yang di peroleh dari penelitian ini yaitu untuk spesifikasi lemari tunadaksa adalah material triplek dengan warna coklat tua, bentuk lemari yang simple, dan di berikan diplay yang besar untuk memudahkan pemilihan buku dengan ukuran yang di gunakan adalah tinggi duduk 47 cm, tinggi mata duduk 36 cm, dan tinggi kursi roda yaitu 37 cm dengan ukuran akhir produk yaitu tinggi meja 67 cm dengan sisi lemari 48 cm. Sedangkan spesifikasi akhir lemari buku tunanetra adalah material triplek dengan warna coklat tua, bentuk lemari yang simple, dan di berikan diplay berupa huruf Braille dengan ukuran tinggi lemari yaitu 117 cm. Based on the results of data obtained from the Pembina Pekanbaru SLB, the number of phisical disability and visually impaired connections from the level of primary to high school education is 18 people. Reading is one of the tools that can make a method to hone the independence of each disability, especially for the phisical disability and visually impaired. For this reason, there is a great need for support and infrastructure that supports such as book cabinets, reading books, tables and chairs. However, at present the available facilities do not meet the criteria that are in accordance with the requirements of the disabled and the blind need to be assessed using the Kansei Engineering Method which translates the user's feelings into product design specifications. The purpose of this discussion is to allow phisical disability and visually impaired people to use special library facilities for cabinets. The results obtained from this study are for the specifications of the quadrilateral cupboard are plywood material with dark brown color, a simple cupboard shape, and a large display is provided to facilitate the selection of books with a size that is 47 cm high, 36 cm high, and wheelchair height is 37 cm with the final size of the product, which is a table height of 67 cm with a side cabinet of 48 cm. While the final specifications of the blind bookshelf are plywood material with dark brown color, a simple cupboard shape, and played in the form of Braille letters with a cupboard height of 117 cm

<p>The number of sect (Hindu religious schools) that developed in Bali in the past was feared by various groups would lead to religious disharmony. The formulation of the problem of this research : 1) Why did Samuantiga Temple as a medium of Hindu communication, 2) How did Hindus Use Samuantiga Temple as a medium of communication, and 3) What were the implications of Samuantiga Temple as a medium of Hindu communication. The research objective was to obtain the factors that cause Samuantiga Temple as a Hindu communication media, understand the use of Samuantiga Temple as a Hindu communication media and to obtain the implications of Samuantiga Temple as a Hindu communication media. The theory used attribution, cybernetics, sadharanikaran model and dependency theory. Data collection techniques were observation, in-depth interviews, documentation and library research, while data analysis techniques were: data reduction, display and verification.<br />The results of this dissertation study were as follows : 1) Samuantiga Temple as a Hindu communication media was caused by several factors, including : a) Theological factors namely knowledge and understanding of the divine aspects worshiped at Samuantiga Temple included the concept of worship of Śiva Buddha, Śiva Śiddhanta and Tri Mūrti. b) Socio-ideological factors, namely human thought factors regarding the structure of the community supporting the Samuantiga Temple consisting of Bali Aga/Bali Mula and Bali Apanaga. c) The historical and political factors of the power of the Bedahulu kingdom government, in line with the evolution of the level of progress of human thought in understanding God, d) The geographical and strategic location of Samuantiga Temple, as the center or center of the island of Bali so that it was easily accessible from all directions, e) Factors cultural preservation, namely the efforts of Hindus to maintain and preserve the adhiluhung cultural heritage, as a center for the application of the concept of Tri Mūrti worship in Bali. 2) The use of Samuantiga Temple as a medium of Hindu communication, including: the use of palinggih-palinggih, statues, pratima, site/pralingga Ida Bhatara as a medium of concentration of Hindus. The five gita is a complementary media stimulating the concentration of the mind in worship, while the </p><p>offering/upakara serves as a medium for offerings and purification.3) The implications of Samuantiga Temple as a medium of Hindu communication, included : Implications of strengthening sraddha and devotional services in the form of the strengthening of the Hindu beliefs of the Samuantiga Temple pengempon; the implication of Samuantiga Temple as a center for spiritual education; the implications of regulating the family recruitment strategy, namely how to anticipate household needs in connection with the cost of work in Padudusan and the implications for the security of Pakraman/customary villages and the existence of KahyanganTiga in Bali.<br />The findings of the research in Samuantiga Temple are : the Balinese version of the Hindu Communication Model, namely the process of delivering one's Vedic messages to others (Hindus) through the implementation of ceremonies yajña in the Balinese tradition, accompanied by bhāva and taste elements so that the sahridayata (common understanding) is achieved as the main goal to be achieved in the communication process, so that vertical harmonious relationships (parhyangan, palemahan) and horizontal (pawongan), was abstract, its communicantwas not limited to humans.</p>

The illuminated Book of Hours dedicated to the Blessed Virgin Mary which was originally held in the former Paravia Library is today located at the Research Library in Zadar. Unfortunately, no information exists about this manuscript. It is bound between covers made of wood veneer and sheathed with black leather. It consists of 156 folios which contain the Office of the Blessed Virgin Mary, the book of hours dedicated to the Blessed Virgin Mary, the book of hours dedicated to the Holy Spirit, Holy Cross, a portion of the office for the dead, seven funerary psalms and various prayers for specific occasions. The text is written in a single column on folios made of vellum (8 x 11.4 cm). It is written in literary Latin, in the Italian-style Gothic script. The text is written in black ink which dominates the manuscript while the rubrics are in red. The text begins with a calendar of which only January, February, November and December remain. The painted decorations feature in the initials and in the margins; there are no stand-alone illustrations filling an entire text-free page. The manuscript has three types of illuminated initials: litterae historiate, litterae dominicalis and litterae ferialis. Of those, there are six litterae historiatae, the subjects of which follow the aforementioned offices contained in the text. Each decorated littera historiata is located within the text, which is framed by a wide border filled with a decorative rinceaux-type band, the main element of which is ivy enhanced with interwoven flower motifs. The Litterae dominicales were rendered so as to form stylized floral shapes and elements dominated by an intense blue, red, green and yellow colour. Initials which resemble stylized flowers are framed on both sides by an L-shaped vegetal scroll which is most commonly composed of multi-coloured blue and red flowers, leaves, and gold and black “fruits”, that is, the motif of a sun disc with rays. The Litterae ferialis were depicted in two ways, either in red and blue or in gold and blue. If the letter is blue, the decoration and the dense graphic ornament are in a contrasting colour such as red, and vice versa, the latter sometime accentuated with tiny gilt details. Each initial is accompanied by a littera arabescata with a small undulating graphic ornament descending from the litterae ferialis along the text. The Book of Hours contains only four Litterae dominicales (fols 15v, 28r, 31r and 38v). Most pages feature a littera dominicalis and a littera ferialis. Litterae arabescatae, which descend from the ornamental bases of the litterae ferialis, consist of three spiral scrolls with a necklace-like sequence of motifs such as birds, flowers, and peculiar huts with volute-like ornaments which resemble pagodas, and these are then interspersed with other, much smaller motifs, for example crosses, flowers and beads. Decorative margins found on the pages with the illuminated litterae historiatae display features of a sporadic Mannerist influence in the newly established refinement of the classical Renaissance, but also a solidity which is in contrast to the lush late Gothic drôleries which had dominated before. For example, on in the decorative margin on folio 59v there is a masked head. With regard to the painted initials inside the litterae historiatae, certain details, such as the rendering of volume with emphasized black outlines, the positioning of the bodies and similar designs, demonstrate compatibility with a number of contemporaneous examples of manuscript illumination which have been preserved in Croatia. In the first place are the illuminated manuscripts from the Treasury of Split Cathedral such as the image of king David in the initial B in the fifteenth-century Psalterium Romanum (ms 633, fol. 5, Cathedral Treasury, Split). Compared to the Renaissance manuscript illuminations at Zadar, it can be noted that the figural illuminations, the litterae historiate, in this Book of Hours are stylistically closest to the Missal of Abbot Deodato Venier. In her article Manoscritti miniati di area veneta e padana nelle biblioteche della Croazia: alcuni esempi dal XIII. al XVI. secolo, F. Toniolo linked the marginal decoration of the Zadar Book of Hours to the type used by the Venetian miniaturist Benedetto Bordone, to whom Susy Marcon too attributed the Zadar codex. However, F. Toniolo pointed out that she was not convinced that this miniaturist decorated it himself, stating that it is more likely that it was the work of a different illuminator from his workshop. She then compared the Zadar Book of Hours with a work of a miniaturist who has been named The Second Master of the Grifo Canzoniere (Il Secondo Maestro del Canzoniere Grifo) after a collection of poems composed by the court poet Antonio Grifo, in which he decorated several pages. She compared the Zadar Book of Hours with fol. 233 of the Grifo Canzoniere, which depicts the Triumph of Anteros and Venus Genetrix surrounded by a marginal decoration similar to the one at Zadar. The miniaturist who illuminated the Zadar Book of Hours must have interacted with or worked within the circle of artists whose works Toniolo identifies as the comparative material for the Zadar illuminations, which can be immediately observed at first sight. For example, the marginal decoration is typically Venetian, and similar to the type used by Julije Klović (Giulio Clovio), Girolamo da Cremona, Benedetto Bordone and other minaturists who worked in this circle. However, if one compares figural illuminations, only a number of differences can also be noted. Although the proposed definition of this circle of manuscript illuminators is highly likely, in my opinion, the issue of the miniaturist responsible for the Zadar codex remains open to debate. Since there is no information about the manuscript, and given that this is an easily portable object, it is difficult to say whether it was produced locally or brought to Zadar. Based on the stylistic and comparative analysis presented in this article, I suggest that this Book of Hours may have originated in the manuscript illumination circles of Ferrara or even Lombardy, and I argue that the workshop in question demonstrates either the strong influence of the Venetian school or the fact that some of its minaturists maintained connections with the Venetian lagoons.

“I suppose in reality not a leaf goes yellow in autumn without ceasing to care about its sap and making the parent tree very uncomfortable by long growling and grumbling - but surely nature might find some less irritating way of carrying on business if she would give her mind to it. Why should the generations overlap one another at all? Samuel Butler, The Way of All Flesh1 Millenials or Generation Y physicians (born 1977/1980-1995) today form the majority of medical personnel, from medical students and residents in their early twenties and thirties to young attending physicians hitting forty; practicing side-by-side with Generation X (1965-1976/1980) in their late thirties to early fifties; Baby Boomers (1946-1964) in their mid-fifties, sixties and early seventies; and the last of the Silent Generation or Traditionalists (1925-1945) in their mid-seventies, eighties and nineties.2,3 Among 734 Fellows of the Philippine Society of Otolaryngology – Head and Neck Surgery alone, there are currently 18 Traditionalists, 192 Boomers, 360 Generation X, and 164 Millenials. Assuming the 862 board-certified Diplomates waiting to become full-fledged Fellows and 182 Residents-in-Training are also Millenials, there are a total of 1,208 Millenials in the field of Otolaryngology Head and Neck Surgery in the Philippines. With four distinct generations simultaneously in the workforce, it is not unusual to hear older physicians gripe about “these Millenials,” and how different they are from previous generations. The so-called generation gap has been used to characterize inter-generational relations, wherein the preceding generation historically puts down the younger, and the succeeding generation usually complains about the older one. I posit that central to this conflict is a clash between tradition -- the way things should be done (as perceived by the older generation) -- and disruption, the way things can be done differently (from the perspective of the younger generation). In particular (meaning no offense to the “in-between” Generation X, and at risk of being overly simplistic), this is highlighted by the supposed looming showdown between Baby Boomers who are not yet ready to leave and Millenials who can hardly wait to take over.4 Tradition, a “statement, belief or practice handed down from generation to generation” comes from the Old French tradicion “transmission, presentation, handing over” and directly from the Latin traditionem “delivery, surrender, a handing down, a giving up,” from tradere “deliver, hand over,” derived from trans – “over” + dare “to give.”5 Although older generations may like to think they uphold tradition (giving them the right and duty to pass it on to succeeding ones), a large part of what defines each generation in the first place is their departure from the statements, beliefs or practices of their predecessors. Such a transition may have been gradual or sudden, and more pronounced in some generations than in others. Our post-war Boomer generation grew up in a world where face-to-face communication was supplemented by the written (handwritten, typewritten, typeset or telegraphed) and spoken (rotary-dial telephone) word. In medicine and medical education, history and physical examination were taught through lectures (with overhead and opaque projectors, slides on carousels and filmstrips) and live demonstrations on patients and on one another. The advent of word processing and advances in telecommunications and technology that became available to Generation X (who in the Philippines include “martial law babies” oblivious to our “wonder years” of the sixties) gradually changed the landscape of medical education and practice, but it would take the digital and internet revolution to finally, drastically change the world-- and Millenials were the primary beneficiaries of this change. Disruption, from the Latin disruptionem “a breaking asunder,” which comes from disrumpere “break apart, split, shatter, break to pieces,” from dis- “apart” + rumpere “to break”6 perhaps best describes the Baby Boomer generation’s experience of the technological revolution that Millenials grew up with. Suddenly, everything could be had in a split-second and the world was connected in real time. No longer did one have to master penmanship, typing and speed-reading, and homes no longer displayed dictionaries and encyclopedias. Even the library card catalogue and periodicals index became obsolete, as most anything became instantly available and accessible – including information, fast food and relationships. Millenials grew up with this transition, and readily mastered the rapidly changing technology. The locus of socialization was no longer face-to-face interaction within the family, but the worldwide web and social media. In medical education, lectures gave way to podcasts and webinars; heavy textbooks gave way to electronic references; and even dissection gave way to 3D virtual human anatomy. The Millenials’ expertise in, and dependence on, technology can both be their boon and bane – as I often note when residents and students automatically search their peripheral brains (a.k.a. mobile devices) to answer a ward round question. But they are also as quick to intuitively master the diagnostic and therapeutic tools that did not exist when their older colleagues were in residency.7 The early access that Millenials and Generation X had to computer resources in childhood certainly laid “a critical foundation for use of these systems later in life,” compared to Baby Boomers and Traditionalists whose “lack of early experience may limit their enthusiasm” for such tools.3 As Cole puts it, “Baby Boomers don't react well to a 20-something coming in and disrupting the way things have ‘always been’ while Millennials don't react well when they're told to shoot for the moon and ‘do big things,’ and then when they walk in the door with new ideas ready to disrupt age-old models, get told to know their place.”8 Thus, older generations of physicians may question how the stock knowledge and clinical eye of Millenials can compare to theirs, who learned medicine without these tools, and wonder how Millenials would fare in conflict and catastrophic situations when technology fails, or in low- and middle-income rural settings where technology is scarce. Conversely, Millenials wonder why Boomers insist on their old ways and just don’t get it! Perhaps we can learn from Mohr et al.3 about bridging generational issues in medical and surgical education—for instance, between the Socratic Method whereby Boomers may appear to intimidate learners9 versus the Millenial expectation that presentation of information be tailored to their needs, individually or via available technology.10 It could be helpful for Millenials who are “outcomes-oriented and value doing more than knowing”11 “to realize that Traditionalists and Boomers ‘know how to do’ and are ready and able to teach.”3 On the other hand, “when instructing Boomers in new technology or information,” the Millenial teacher “should recognize that this role reversal is uncomfortable to older generations” and “mitigate discomfort … by focus(ing) on the relevance of the information and creat(ing) an environment in which it is ‘safe’ to ask questions and challenge the teacher.”3 Indeed, if inter-generational differences could be surmounted, there is much that Boomers can learn from Millenials, and vice versa. If as Cole observes, “this great debate is hauntingly similar to a parent/child argument,”8 it is because Boomers and Millennials are “also each other’s children and parents, bound together in an intricate web of love, support, anxiety, resentment, and interdependence.”4 Perhaps by involving Generation X in bridging the great divide, and fostering an environment that allows for inter-generational differences in teaching and learning styles, non-disruptive disruption of tradition can take place. Each generation must have the humility (as opposed to intellectual arrogance) to accept that they can learn from other generations – younger or older—for truly meaningful medical progress to take place. We cannot do otherwise, for Generation Z (born after 1995, and about to enter Medical School) is already poised to join the fray. References Butler S. The Way of All Flesh. New York: Dover Publications, 2004. 315 pages. The Center for Generational Kinetics. How to determine generational birth years. November 28, 2016 ©2016 [cited 2017 Nov 2.] Available from: http://genhq.com/generational_birth_years/ Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I). Acad Emerg Med. 2011 Feb;18(2):190-199. DOI: 10.1111/j.1553-2712.2010.00985.x PMID: 21314779 PMCID: PMC3076332 Taylor P, Pew Research Center. The Next America: Boomers, Millenials, and the Looming Generational Showdown. New York: PublicAffairs, 2016. 384 pages. Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/tradition Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/disruption Sopher M. How Millenial Doctors Will Shape the Future of Health Care. Blog on the Internet, Baltimore: Rendia, 2016 October 26. [Cited 2017 November 2.] Available from: https://blog.rendia.com/millennials/ Cole N. The Real Reason Baby Boomers and Millenials Don’t See Eye to Eye (Written by a Millenial). Southeast Asia. 2017 Jan 20 [Cited 2017 November 2] Available from: https://www.inc.com/nicolas-cole/the-real-reason-baby-boomers-and-millennials-dont-see-eye-to-eye-written-by-a-mi.html Seabrook M. Intimidation in medical education: students' and teachers' perspectives. Studies Higher Educ. 2004;29(1):59–74. http://dx.doi.org/10.1080/1234567032000164877 Feiertag J, Berge ZL. Training generation N: How educators should approach the Net Generation. Education and Training. 2008 September;50(6):457–64. DOI: 10.1108/00400910810901782 Mangold K. Educating a new generation: teaching baby boomer faculty about millennial students. Nurse Educ. 2007 Jan-Feb;32(1):21-23. PMID: 17220763

The purpose of this paper is to show the possibilities of collaborative and partnership approaches of school libraries to achieve librarians’ professional development and interchange ideas in order to inculcate 21st century learning skills. This paper displays opportunities for school librarians to become proactive in providing support across their services through a highly professional network platform. It outlines and discusses the last two years of successful professional experience of GEMS Library Network. This network could play a pivotal role in support of various library practices and professional development of its member librarians.

St Mary’s Waverley, School for Girls in Johannesburg, South Africa www.stmaryschool.co.za has taken the plunge into the digital and technological world of the 21st century. The Teacher Librarian was consulted on all aspects of updating and modernizing the Library into an iCentre that enhances the learning and teaching experience. The entire school is Wi-Fi connected. The edges of the iCentre, school, home, national and international communities have been blurred. Interactive and collaborative study is the norm. The print collection is enhanced by the Digital Library, website support, Facebook page, online Book Club, digital magazines and newspapers, electronic displays, notices and learning support on mobile devices and a large TV screen. Teaching and learning is online and mobile. Learners are trained in the various ICT skills by means of formal lessons as well as casual Podcamps in the iCentre.