Bibliographies thématiques / Connecticut School Library Association

Littérature scientifique sur le sujet « Connecticut School Library Association »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 26 juillet 2024

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Articles de revues sur le sujet "Connecticut School Library Association"

Nelson, Donald V. « Media Services in a Connecticut Vocational-Technical School ». Science & ; Technology Libraries 8, n^o 3 (29 novembre 1988) : 21–25. http://dx.doi.org/10.1300/j122v08n03_04.

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Kauffman, S. Blair. « Opening Remarks ». International Journal of Legal Information 31, n^o 2 (2003) : 163–67. http://dx.doi.org/10.1017/s0731126500010532.

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The papers in this issue were presented at the IALL's 21st Annual Course on International Law Librarianship, held at Yale Law School, October 20 through October 23, 2002. The program featured several of America's great scholars in international law and drew on the rich resources of Yale University and its environs. It also introduced participants to the history of legal education in America and included excursions to America's first national law school, in Litchfield, Connecticut, and to the United Nations headquarters, in New York City. A pre-conference reception was held at the nearby Quinnipiac University School of Law Library, on Sunday afternoon, October 20th, in Hamden, Connecticut, and a post-conference institute on Islamic Law, was held on October 24th, at Harvard Law School, in Cambridge, Massachusetts.

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Ward, Caroline. « Focus on Policy : Libraries as 21st-Century Learning Places ». Language Arts 84, n^o 3 (1 janvier 2007) : 269–72. http://dx.doi.org/10.58680/la20075635.

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Caroline Ward, Coordinator of Youth Services at The Ferguson Library in Stamford Connecticut, comments on the policies and projects currently in place in public libraries around the country. She points out that the Association of Library Services to Children makes it clear that children’s librarians must do more than simply provide age-appropriate service. Children’s librarians must also be advocates for their clientele both within the library and the larger society. Several examples of this advocacy are cited.

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Race, Tammera. « 2011 Kentucky Library Association/Kentucky School Media Association joint conference : Information…The Library Superpower ! » Serials Review 38, n^o 1 (mars 2012) : 57–59. http://dx.doi.org/10.1080/00987913.2012.10765422.

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Harrison, K. C. « Library Association Guidelines for Secondary School Libraries19996Anthony Tilke (Ed.). Library Association Guidelines for Secondary School Libraries. London : Library Association Publishing 1998. x + 84 pp., ISBN : 1 85604 278 2 £15.95 (£12.76 LA members) ». Library Review 48, n^o 2 (mars 1999) : 95–111. http://dx.doi.org/10.1108/lr.1999.48.2.95.6.

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김성준. « A Study on the Strategic Plan of Korea School Library Association ». Journal of Korean Library and Information Science Society 43, n^o 2 (juin 2012) : 203–25. http://dx.doi.org/10.16981/kliss.43.2.201206.203.

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Laplante, Isabelle, et Paulette Bernhard. « Australian School Library Association. Teaching Information skills. Perth : ASLA, 1997. (cédérom) ». Documentation et bibliothèques 46, n^o 1 (2000) : 52. http://dx.doi.org/10.7202/1032689ar.

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Neyer, Linda. « Two Pennsylvania Librarians Selected for American Library Association Leadership Institute ». Pennsylvania Libraries : Research & ; Practice 1, n^o 2 (28 septembre 2013) : 183–84. http://dx.doi.org/10.5195/palrap.2013.31.

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Two Pennsylvania librarians, Allison Mackley, Teacher-Librarian at Hershey High School, and Aaron Dobbs, Systems & Electronic Resources Librarian at Shippensburg University of Pennsylvania, were two of only forty librarians selected nationwide to participate in “Leading to the Future” (http://www.ala.org/transforminglibraries/ala-leadership-institute), a new four-day immersive leadership development program for future library leaders offered from August 12 to 15, 2013 in Itasca, IL, by the American Library Association (ALA).

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Taylor, Mark. « Using The Lexia Reading Program To Increase NWEA MAP Reading Scores In Grades 1 to 3 ». Interdisciplinary Journal of Advances in Research in Education 1, n^o 2 (1 mai 2019) : 1–8. http://dx.doi.org/10.55138/z104284tam.

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This quantitative study evaluated the efficiency of the Lexia Reading Program in 132 early elementary school students in an inner-city school in Hartford, Connecticut. Students who met the criteria were assigned to the experimental Lexia group, and other students were randomly assigned to a comparison group. The Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) was used to provide pre and post measures of literacy skills. Results indicated that students who used Lexia outperformed students in the control group (p <.01): their MAP scores increased from 157 to 174, a 17-point increase, while the control group’s scores increased from 166 to 171, a 5-point increase. The Lexia reading program appears to be an effective tool to improve the literacy skills of struggling first- to third-grade readers. Keywords: Lexia reading, Lexia group, NWEA MAP, Elementary students, https://orcid.org/0000-0003-2703-5767

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McClary, Tiffany, et Sharon Rawlins. « Libraries = Success : NJ Libraries and Schools Conquer Library Card Sign-Up Month ». Children and Libraries 18, n^o 2 (19 juin 2020) : 19. http://dx.doi.org/10.5860/cal.18.2.19.

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Each September, the American Library Association (ALA) and libraries nationwide partner to promote Library Card Sign-Up Month. The goal is to remind community members, parents, students, teachers, and librarians about the importance of owning a library card, which is like a passport to vast book collections, digital resources, hands-on support, and much more.In 2019, staff at New Jersey State Library (NJSL) brainstormed ways to make the event extra special. We decided to create new partnerships and strengthen existing ones, so we collaborated with the New Jersey Department of Education (NJDOE), the New Jersey Library Association (NJLA), and the New Jersey Association of School Librarians (NJASL) to launch the Libraries = Success marketing campaign.

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Thèses sur le sujet "Connecticut School Library Association"

Haigh, Colleen, et n/a. « A history of the School Library Association in Canberra and District : the first decade 1971-1981 ». University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.

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This study traces many of the highlights which occurred during the first decade of the history of the School Library Association in Canberra and District (SLACAD). The roots of this association lie deep in the history of school libraries and teacherlibrarianship in Australia. Many SLACAD members belonged to other state school library associations and to the Australian School Library Association (ASLA) confederation since the establishment of these associations in the 1960's. These teacher-librarians have been dedicated in their attempts to further the cause of school libraries and their teacher-librarianship profession. The decade covered by this study embraces the greatest period of expansion in the development of school libraries seen in Australian history. During this decade the A.C.T. established an independent education system and it took many years for the A.C.T. Schools Authority administration to finalise its organisation. SLACAD members were anxious that school libraries in the A.C.T. should keep pace with school libraries in other Australian states and this study documents the constant efforts of its members to obtain improvements in school librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close liaison with ASLA and many A.C.T. teacher-librarians have held executive office in ASLA. SLACAD has hosted seminars and conferences and this study documents numerous submissions and reports which were a necessary feature of the expanding A.C.T. school library association milieu.

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Chu, Ming-Yuan, et 朱明媛. « The Association of Vocational Senior High School Library Location in Campus and Surrounding Facilities with Library Use ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5ety45.

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碩士
國立臺灣師範大學
圖書資訊學研究所
106
The purpose of this study was to explore the association between the locations of Taiwanese vocational senior high school libraries in campuses and library usage. The analysis included the following research variables: campus facilities surrounding every library and their distribution, school population, school enrollment, number of patrons served per library faculty, number of library holdings per capita, growth rate of library holdings, and average borrowing rate. The valid objects of this study were 129 Taiwanese vocational senior high schools. The research variables were library statistics and the facilities surrounding every library. Library statistics were extracted from the Database of High School Libraries collected by Ministry of Education, and the reference period ran throughout the 2016/17 academic year. As for the facilities surrounding the libraries, they were determined and then categorized though the interpretation of campus facility maps. The maps were open information taken from the official website of each school. The method of analysis in this study was association rules mining of educational data mining with hybrid-dimensional, quantitative and constraint-based features. HotSpot algorithm in the open source data mining tool Weka was the analysis tool for this study. The surrounding facilities were set on the left-hand side, while other research variables were each clustered into high or low group before setting on the right-hand side. The research results were concluded by the indicators with strong associations. The research results were concluded as fellows. First, the three most common campus facilities surrounding school libraries were "passageway", "subject-based classroom", and "regular classroom", while the two least common facilities were "campus living area" and "other facilities". Second, there were strong associations between the libraries located near "campus living area" or "campus landscape" and the low-scored group of school population, while the libraries near “other facilities” and the high-scored group of school population were strongly associated. Third, there were strong associations between libraries located near "campus landscape", "campus living area", or "passageway" and the high-scored group of enrollment, while the libraries near other facilities, “regular classroom”, or “teaching faculty office” and the low-scored group of enrollment were strongly associated. Fourth, there were strong associations between the libraries located near "campus landscape" or "subject-based classroom" and fewer patrons served per library faculty, while the libraries near "regular classroom" and more patrons served per library faculty was strongly associated. Fifth, there were strong associations between the libraries located near "physical activities facility", "campus landscape", or “other facilities” and a higher number of library holdings per capita, while the libraries near “campus boundary”, “campus living area” or “regular classroom” and a lower number of library holdings per capita were strongly associated. Sixth, there were strong associations between the libraries located near "campus entrance gate", "passageway", "administrative service area", or "teaching faculty office" and a higher growth rate of library holdings, while the libraries near “regular classroom”, “campus living area” or “other facilities” and a lower growth rate were strongly associated. Seventh, there were strong associations between the libraries located near "teaching faculty office", "physical activities facility", "campus landscape", or "subject-based classroom" and a higher average borrowing rate, while the libraries near “campus living area”, “other facilities”, or “administrative service area” and a lower average borrowing rate were strongly associated. Eighth, in addition to school population, there was a strong association between growth rate of library holdings and average borrowing rate, which was worthy of further research. To sum up, there could be positive associations between vocational high school libraries located near "physical activities facility", "campus landscape" or "subject-based classroom" and library resource or library usage while there could be negative associations when libraries were located near "campus living area" or "other facility". The researcher's recommendations based upon this study include the following: First, the association rules concluded in this study could be considered when planning for new vocational senior high school library building or rearranging school facilities. Second, library holdings in vocational senior high school should be enhanced to improve library usage. Third, library statistics can be used to discover the inadequacies of a library. Fourth, the Database of High School Library should include school codes and more types of library statistics and to improve data accuracy.

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Dore, Janice C. « Implementation of Information power the experiences of state library media consultants in New England / ». 1995. http://catalog.hathitrust.org/api/volumes/oclc/35179646.html.

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Thesis (Ed. D.)--University of Massachusetts at Amherst, 1995.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).

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Person, Diane Goetz. « A comparative study of role perceptions of school library media specialists and Information power guidelines ». 1993. http://catalog.hathitrust.org/api/volumes/oclc/31704914.html.

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Livres sur le sujet "Connecticut School Library Association"

Anthony, Tilke, dir. Library Association guidelines for secondary school libraries. London : Library Association, 1998.

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Colebourn, Ronald. The School Library Association, 1936-1986 : A personal survey of fifty years. Chandlers Ford : Author, 1986.

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Colebourn, Ronald. The School Library Association, 1936-1986 : A personal survey of fifty years. [Chandlers Ford, Hants.] : [the author], 1987.

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Oberg, Dianne. Connections : School library associations and contact people worldwide. [Kalamazoo, Mich.] : International Association of School Librarianship, 1994.

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Stone, Dennis J. Law library design & planning. Hartford, Conn : University of Connecticut School of Law Library, 1994.

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Heeks, Peggy. Information providers in the school library field : A survey and directory : a study initiated by the Library Association and School Library Association jointly, and funded by the British National Bibliography Research Fund. London : British National Bibliography Research Fund, 1988.

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Fionnuala, Hanrahan, Association of Secondary Teachers, Ireland. et Library Association of Ireland, dir. Library development in second level schools : Proceedingsof a seminar organised by the Library Association of Ireland and the Association of Secondary Teachers, Ireland on 12th October, 1993. Dublin : Library Association of Ireland, 1994.

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Jay, M. Ellen. A discussion guide for Information power, guidelines for school library media programs. Chicago : American Association of School Librarians, American Library Association, 1988.

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Association, American Library, et American Association of School Librarians., dir. Information literacy : Learning how to learn : a collection of articles from School library media quarterly, journal of the American Association of School Librarians. Chicago : American Library Association, 1991.

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Suzie, James, dir. Visual power : Transparency masters to accompany national school library media guidelines. Englewood, Colo : Libraries Unlimited, 1988.

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Chapitres de livres sur le sujet "Connecticut School Library Association"

Naidoo, Jamie Campbell. « Foster-EBSCO Endowed Professor, School of Library and Information Studies, University of Alabama, & ; Former Association for Library Service to Children ». Dans Literacy and Reading Programmes for Children and Young People : Case Studies from Around the Globe, 257–70. New York : Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-25.

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Naidoo, Jamie Campbell. « Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children ». Dans Literacy and Reading Programmes for Children and Young People : Case Studies from Around the Globe, 265–78. New York : Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189268-27.

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« American Association of School Librarians (AASL) ». Dans Encyclopedia of Library and Information Science, Fourth Edition, 59–66. CRC Press, 2017. http://dx.doi.org/10.1081/e-elis4-120043844.

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« American Association of School Librarians (AASL) ». Dans Encyclopedia of Library and Information Sciences, Third Edition, 62–69. CRC Press, 2009. http://dx.doi.org/10.1081/e-elis3-120043844.

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Marquardt, Luisa, et Dianne Oberg. « Collaboration in Editorship ». Dans Advances in Library and Information Science, 126–36. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4365-9.ch012.

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This chapter presents a year-long collaboration by two editors, one in Italy and one in Canada, that resulted in 2011 the IFLA Publication No. 148, titled Global Perspectives on School Libraries: Projects and Practices. Supporting the work of the two editors were the members of the Joint Committee of two international school library groups, the School Libraries and Resource Centers Section of the International Association of Library Associations and Institutions (IFLA SLRC) and the International Association of School Librarianship (IASL), and the staffs of IFLA Headquarters and of IFLA’s publisher, De Gruyter Saur. The 300-page book included 30 chapters, written by 50 authors from 20 countries across 6 continents. The topics addressed in the book included: school library education and implementation models; promoting literacies through the school library; school libraries for all; expanding the reach of the school library through technology; government initiatives for school library development; and organizations for school library advocacy and development. The whole process—from designing the publication to disseminating it—is described, including some lessons learned along the way, useful for planning joint work of a similar nature. Future steps in the collaboration between the IFLA SLRC Section and IASL collaboration are introduced as well.

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Brown, Jeannette. « Chemical Educators ». Dans African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0008.

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Johnnie Hines Watts Prothro was one of the first African American women scientists and researchers in the field of food chemistry and nutrition. Having grown up in the segregated American South, Dr. Protho became particularly interested in promoting healthy nutrition and diets for African Americans. Johnnie Hines Watts was born on February 28, 1922, in Atlanta, Georgia, in the segregated South. Her parents emphasized the importance of an education and she graduated from high school at the age of fifteen. She enrolled in the historically black Spelman College in Atlanta as a commuter student and received a BS degree with honors in Home Economics from Spelman in 1941. Following her graduation, she obtained a position as a teacher of foods and nutrition—the usual career path for African American women who earned bachelor’s degrees in science during the Jim Crow era—at Atlanta’s all-black Booker T. Washington High School. Watts taught at Booker T. Washington High School from 1941 to 1945, then moved to New York City to attend Columbia University, from which she received her MS degree in 1946. Armed with her master’s degree, Watts became an instructor of chemistry at a historically black Southern University in Baton Rouge, Louisiana. She worked there during the 1946–1947 academic year before deciding to pursue a PhD. Watts enrolled in the University of Chicago after researching the doctoral offerings of several universities. She was the recipient of a number of scholarships and awards at the University of Chicago. Among the awards were the Laverne Noyes Scholarship (1948–1950), the Evaporated Milk Association Award (1950–1951), the Borden Award from the American Home Economics Association (1950– 1951), and a research assistantship (1951–1952). Watts married Charles E. Prothro in 1949. It is said that they met in Connecticut, but this is not clearly documented. Watts Prothro received her PhD from the University of Chicago in 1952. Her dissertation title is “The Relation of the Rates of Inactivation of Peroxidase, Catecholase, and Ascorbase to the Oxidation of Ascorbic Acid in Vegetables.”

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Stokes, Joseph, Rachel Keegan, Mark Brown et E. Alana James. « Digitalization of Higher Degree Research (HRD) and Its Benefit to Postgraduate Researchers ». Dans Advances in Library and Information Science, 133–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch007.

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Graduate Schools offer supports to enhance and improve the graduate skills development of their postgraduate research community not only in their research but also in preparing them for their future careers. The European University Association Council for Doctoral Education has identified the digitalization of doctoral education as necessary to the future to fully globalize the graduate school offerings. This vision is aligned, for example, to several of the objectives in Dublin City University 2017-2022 Strategic Plan. Online supports go towards the development of DCU as a global university allowing us to attract, and to provide aid to, research students who are studying primarily outside of Ireland. The same structured support also benefits staff who are involved in the life cycle of a research student. Therefore, it is important to assess the needs of our graduate researchers in terms of online supports and to provide them with such tools to ascertain if their needs can/are being met. Hence, this chapter begins this journey by determining what online resources our doctoral community use to move their studies forward and then follows on to measure the value of one resource “DoctoralNet,” which offers comprehensive support to such students. This chapter discusses surveyed material, yielding a positive message that our doctoral education requires such digital resources to meet their (students') educational needs.

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Armor, David J. « Introduction : The Desegregation Dilemma ». Dans Forced Justice. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195090123.003.0004.

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Despite nearly four decades of controversy and debate over school segregation, the desegregation dilemma is still largely unresolved. The “busing” problem has received less national attention in recent years, and there are no riots, bus burnings, and school boycotts, as witnessed in earlier decades. Yet current events reveal the depth of a dilemma that has divided educators, parents, jurists, social scientists, and many other groups since the beginning of the civil rights movement. Indicators of the current desegregation dilemma are numerous. Hundreds of school districts throughout the country still impose busing for desegregation purposes, many under court orders that are now more than twenty years old. Although the types of desegregation plans have evolved to some extent, with increased emphasis on school choice, many plans still compel children to attend schools that their parents would not choose, solely for the purpose of racial “balance.” Further, after a period of quiescence, school desegregation was again the subject of several major Supreme Court decisions in 1991 and 1992. The decisions affected the length of time and the conditions under which a school district has to maintain a court-ordered busing plan. Although these decisions dispelled a common misconception that school systems have to maintain desegregation plans “in perpetuity,” it is still unclear how many school districts can or will end their busing plans. Finally, new desegregation litigation and controversies continue to surface. In 1989 a lawsuit was initiated in a Connecticut state court by the National Association for the Advancement of Colored People (NAACP) to compel desegregation between the city of Hartford and its suburban districts. A similar city suburbs desegregation strategy failed in the federal courts, but the Hartford lawsuit seeks to build on the success of school equal-finance cases under state constitutions. In 1991 the school board of La Crosse, Wisconsin, adopted a busing plan to equalize economic (rather than race) differences among schools. Reminiscent of the busing controversies of the 1970s, all board members who supported the busing plan were voted out of office in a regular and a recall election, reflecting the widespread community opposition to busing for the purpose of achieving socioeconomic balance in schools.

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Cumbler, John T. « Health, State Medicine, and Henry Ingersoll Bowditch The Radical Approach ». Dans Reasonable Use. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195138139.003.0010.

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On September 15, 1869, Massachusetts governor Andrew appointed seven members to the state board of health. The men appointed to that board had a new vision of medicine and the roles of science and the state in protecting health. For these men, medicine should do more than just cure; it must also prevent illness. Their understanding of illness was expansive, and it led them to a concern about filth and pollution. They also came to believe that for science and medicine to perform their new role in society, they needed the backing and power of the state. On September 22, the board met for the first time, electing George Derby as secretary and Henry Ingersoll Bowditch as chair. Bowditch was a logical choice for chair. In addition to being one of the region’s leading doctors, he came from a respected Boston family, and he held the professorship of clinical medicine at Harvard School of Medicine. He was vice president of the American Medical Association (later he would be president) and the author of several scientificjournal articles. Bowditch served as a medical volunteer to the Union army and lost a son in battle. Moreover, it had been his idea to form a state board of health. In a speech before the Massachusetts Medical Society in 1862, Bowditch argued that medicine should serve the people. To do so required the creation of a state board of health, “one that eventually will be of more service . . . to the inhabitants of this state . . . by [its] united and persistent efforts to increase the state authority.” Bowditch was not the only one to advocate for a state board. Dr. Edward Jarvis, a well known sanitary reformer, had as well, and along with Bowditch, he pushed the idea, only to have it fail in the legislative house in April of 1866 as “inexpedient,” despite Governor Andrew’s endorsement. Three years later, a typhoid epidemic in western Massachusetts encouraged state representatives from the Connecticut River Valley and farther west to back a bill for a state board.

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Actes de conférences sur le sujet "Connecticut School Library Association"

Rapp, Will. « GLSEN Rainbow Library ». Dans Kansas LGBTQ Symposium. Fort Hays State University, 2022. http://dx.doi.org/10.58809/wwmk3355.

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" GLSEN Kansas, as a part of a national network works to ensure that LGBTQ students are able to learn and grow in a school environment free from bullying and harassment. GLSEN believes that every student has the right to a safe, supportive, and LGBTQ-inclusive K-12 education. Our research and experience has shown that there are four major ways that schools can cultivate a safe and supportive environment for all of their students, regardless of sexual orientation, gender identity or expression: developing supportive educators, advocating for comprehensive inclusive policies, providing inclusive curriculum and supporting student led GSAs. The GLSEN Rainbow Library was started as a chapter project of GLSEN Connecticut, and has grown into a nationwide program in just a few years. <a href=""http://www.glsen.org/"" target=""_blank"">GLSEN</a>'s Rainbow Library is a program that sends LGBTQ+ affirming K-12 text sets to schools across select states - for free! GLSEN also provides a number of supports for Rainbow Library recipients to help recipients fight book bans and censorship. This session will share the details of the program and provide details on supports available to librarians and school staff."

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