Literatura científica selecionada sobre o tema "Connecticut School Library Association"
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Artigos de revistas sobre o assunto "Connecticut School Library Association"
Nelson, Donald V. "Media Services in a Connecticut Vocational-Technical School". Science & Technology Libraries 8, n.º 3 (29 de novembro de 1988): 21–25. http://dx.doi.org/10.1300/j122v08n03_04.
Texto completo da fonteKauffman, S. Blair. "Opening Remarks". International Journal of Legal Information 31, n.º 2 (2003): 163–67. http://dx.doi.org/10.1017/s0731126500010532.
Texto completo da fonteWard, Caroline. "Focus on Policy: Libraries as 21st-Century Learning Places". Language Arts 84, n.º 3 (1 de janeiro de 2007): 269–72. http://dx.doi.org/10.58680/la20075635.
Texto completo da fonteRace, Tammera. "2011 Kentucky Library Association/Kentucky School Media Association joint conference: Information…The Library Superpower!" Serials Review 38, n.º 1 (março de 2012): 57–59. http://dx.doi.org/10.1080/00987913.2012.10765422.
Texto completo da fonteHarrison, 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 (março de 1999): 95–111. http://dx.doi.org/10.1108/lr.1999.48.2.95.6.
Texto completo da fonte김성준. "A Study on the Strategic Plan of Korea School Library Association". Journal of Korean Library and Information Science Society 43, n.º 2 (junho de 2012): 203–25. http://dx.doi.org/10.16981/kliss.43.2.201206.203.
Texto completo da fonteLaplante, Isabelle, e 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.
Texto completo da fonteNeyer, Linda. "Two Pennsylvania Librarians Selected for American Library Association Leadership Institute". Pennsylvania Libraries: Research & Practice 1, n.º 2 (28 de setembro de 2013): 183–84. http://dx.doi.org/10.5195/palrap.2013.31.
Texto completo da fonteTaylor, 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 de maio de 2019): 1–8. http://dx.doi.org/10.55138/z104284tam.
Texto completo da fonteMcClary, Tiffany, e Sharon Rawlins. "Libraries = Success: NJ Libraries and Schools Conquer Library Card Sign-Up Month". Children and Libraries 18, n.º 2 (19 de junho de 2020): 19. http://dx.doi.org/10.5860/cal.18.2.19.
Texto completo da fonteTeses / dissertações sobre o assunto "Connecticut School Library Association"
Haigh, Colleen, e 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.
Texto completo da fonteChu, Ming-Yuan, e 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.
Texto completo da fonte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.
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.
Texto completo da fonteTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).
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.
Texto completo da fonteLivros sobre o assunto "Connecticut School Library Association"
Anthony, Tilke, ed. Library Association guidelines for secondary school libraries. London: Library Association, 1998.
Encontre o texto completo da fonteColebourn, Ronald. The School Library Association, 1936-1986: A personal survey of fifty years. Chandlers Ford: Author, 1986.
Encontre o texto completo da fonteColebourn, Ronald. The School Library Association, 1936-1986: A personal survey of fifty years. [Chandlers Ford, Hants.]: [the author], 1987.
Encontre o texto completo da fonteOberg, Dianne. Connections: School library associations and contact people worldwide. [Kalamazoo, Mich.]: International Association of School Librarianship, 1994.
Encontre o texto completo da fonteStone, Dennis J. Law library design & planning. Hartford, Conn: University of Connecticut School of Law Library, 1994.
Encontre o texto completo da fonteHeeks, 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.
Encontre o texto completo da fonteFionnuala, Hanrahan, Association of Secondary Teachers, Ireland. e Library Association of Ireland, eds. 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.
Encontre o texto completo da fonteD, Leahy Michael, Jay Hilda L. 1921-, Joint Committee for Implementation of the Guidelines. e American Association of School Librarians., eds. A discussion guide for Information power, guidelines for school library media programs. Chicago: American Association of School Librarians, American Library Association, 1988.
Encontre o texto completo da fonteAssociation, American Library, e American Association of School Librarians., eds. 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.
Encontre o texto completo da fonteSuzie, James, ed. Visual power: Transparency masters to accompany national school library media guidelines. Englewood, Colo: Libraries Unlimited, 1988.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "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". In 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.
Texto completo da fonteNaidoo, Jamie Campbell. "Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children". In 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.
Texto completo da fonteNaidoo, Jamie Campbell. "Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children". In 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.
Texto completo da fonte"American Association of School Librarians (AASL)". In Encyclopedia of Library and Information Science, Fourth Edition, 59–66. CRC Press, 2017. http://dx.doi.org/10.1081/e-elis4-120043844.
Texto completo da fonte"American Association of School Librarians (AASL)". In Encyclopedia of Library and Information Sciences, Third Edition, 62–69. CRC Press, 2009. http://dx.doi.org/10.1081/e-elis3-120043844.
Texto completo da fonteMarquardt, Luisa, e Dianne Oberg. "Collaboration in Editorship". In Advances in Library and Information Science, 126–36. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4365-9.ch012.
Texto completo da fonteBrown, Jeannette. "Chemical Educators". In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0008.
Texto completo da fonteStokes, Joseph, Rachel Keegan, Mark Brown e E. Alana James. "Digitalization of Higher Degree Research (HRD) and Its Benefit to Postgraduate Researchers". In Advances in Library and Information Science, 133–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch007.
Texto completo da fonteArmor, David J. "Introduction: The Desegregation Dilemma". In Forced Justice. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195090123.003.0004.
Texto completo da fonteCumbler, John T. "Health, State Medicine, and Henry Ingersoll Bowditch The Radical Approach". In Reasonable Use. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195138139.003.0010.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Connecticut School Library Association"
Rapp, Will. "GLSEN Rainbow Library". In Kansas LGBTQ Symposium. Fort Hays State University, 2022. http://dx.doi.org/10.58809/wwmk3355.
Texto completo da fonte