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Sunny Jackson

Bundlr - Library Science - 0 views

bundlr.com/library-science

shared by Sunny Jackson on 24 Jun 13 - No Cached
  • Anglo-American Cataloguing Rules, 2nd ed.
  • bibliographic format
  • MA chine-Readable Cataloging record
  • ...104 more annotations...
  • holdings format
  • bibliographic description of a library item
  • Bibliographic
  • The National Council for the Accreditation of Teacher Education (NCATE) also accredits library education programs, many of which lead to a master's degree in education with a specialty in school librarianship. If you plan to focus solely on school librarianship these are also a good option.
  • IFLA = International Federation of Library Associations
  • requirements in each of the 50 states
  • machine-readable cataloging record
  • AACR2
  • statement of responsibility
  • material specific details
  • title
  • edition
  • publication information
  • 100 Heading−Personal Name
  • 100 Heading−Personal Name
  • AACR = Anglo American Cataloguing Rules
  • required for the processing of the record
  • accredited by the American Library Association (ALA)
  • library and information studies programs
  • East Carolina UniversityDepartment of Library Science Umstead 104--Mail Stop 172 Greenville, NC 27858-4353 Phone: 252-328-6621 Degree recognized by ALA/AASL: MLS, Media Coordinator K-12
  • A three character string used to identify or label an associated variable field
  • access points
  • ILS = Integrated Library System
  • notes
  • series
  • physical description
  • community information format
  • 020 International Standard Book Number
  • 1XX - Main Entries-General Information
  • 245 Title
  • Some states require a Master's degree while others require only certification or licensure
  • If you are interested in moving across library settings it is generally recommended you seek out an ALA-accredited programs
  • "Full" documentation
  • MARC 21 Format for Bibliographic Data
  • Control fields are assigned tags beginning with two zeroes.
  • With a Master’s degree you have a wider selection of options
  • Access points are the retrieval points in the library catalog where patrons should be able to look up the item.
  • Information Interchange Format (ANSI Z39.2)
  • American national standard
  • Classification
  • representation and communication of bibliographic and related information
  • "Cataloging record" means a bibliographic record, or the information traditionally shown on a catalog card.
  • restricted to ASCII
  • Understanding MARC Bibliographic
  • Format for Information Exchange (ISO 2709)
  • its international counterpart
  • MARC Code Lists
  • Many states will accept the teacher’s/library certification from another state
  • 130 Heading−Uniform Title
  • standard numbers
  • Master of Librarianship
  • Master of Library Science (MLS)
  • Understanding MARC Authority
  • Each state has different requirements
  • machine-readable form
  • DDC = Dewey Decimal Classification
  • CDS - Cataloging Distribution Service (LC)
  • Nova Southeastern UniversityThe Fischler School 3301 College Avenue Fort Lauderdale-Davie, FL 33314-7796 Phone: 800-541-6682 Degree recognized by ALA/AASL: M.S. in Education with Educational Media specialization
  • a description of the item
  • main entry and added entries
  • ISBN = International Standard Book Number (MARC 020)
  • Standards for Accreditation of Master’s Programs in Library and Information Studies
  • Master of Library and Information Studies (MLIS)
  • A master's degree with a specialty in school librarianship from a program recognized by AASL in an educational unit accredited by NCATE
  • Understanding MARC Holdings Records
  • 100 Primary Name−Personal
  • "Concise" documentation
  • The "full" bibliographic format contains detailed descriptions of every data element, along with examples, input conventions, and history sections.
  • ALA-accredited master’s programs
  • subject headings
  • the classification or call number
  • authority format
  • 050 Library of Congress Call Number
  • ALA Policy 54.2.2
  • classification format
  • contains abridged descriptions of every data element
  • contains detailed descriptions of every data element
  • ISBD = International Standard Bibliographic Description
  • competency requirements
  • 100 - Main Entry - Personal Name (NR) Full | Concise
  • The "concise" bibliographic format contains abridged descriptions of every data element, along with examples.
  • North Carolina Central University School Media Coordinator CertificationSchool of Library and Information Sciences P.O. Box 19586 Durham, NC 27707 Phone: 919-530-6485 Degree recognized by ALA/AASL: Master of Library Science
  • Some states have programs that are accredited by their state departments of education
  • 110 - Main Entry - Corporate Name (NR) Full | Concise
  • Formats and Code Lists
  • ALA = American Library Association
  • MARC Field Lists
  • 111 - Main Entry - Meeting Name (NR) Full | Concise
  • Format Overview
  • identified in the header of each field description
  • 130 - Main Entry - Uniform Title (NR) Full | Concise
  • MARC FAQ
  • a name or a uniform title heading
  • Requirements
  • 082 Dewey Decimal Call Number
  • MARC Mappings
  • MARC User Notes
  • mixed material
  • University of North Carolina at GreensboroDepartment of Library and Information Studies 349 Curry Building, PO Box 26170 Greensboro, NC 27402-6170 Phone: 336-334-3477 Degree recognized by ALA/AASL: Master of Library and Information Studies
  • For a career as a school librarian in a pre-kindergarten through 12th grade setting, a master’s degree with a specialty in school librarianship from an educational unit accredited by the National Council for the Accreditation of Teacher Education (NCATE) and recognized by the American Association of School Librarians (AASL) is also appropriate.
  • the name of the person, family, or entity responsible for bringing the materials together
  • Alternatively, the main entry may contain the name of the person, family, or entity for whom or which a collection is named
  • General Information sections: X00, X10, X11, and X30
  • specific section for each field
Sunny Jackson

Information Search Process - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Information_Search_Process

Wiki

shared by Sunny Jackson on 03 Jul 13 - No Cached
  • recognizes the need for new information
  • think more about the topic
  • discuss the topic with others
  • ...16 more annotations...
  • brainstorm
  • decide what topic will be investigated
  • information retrieval
  • how to proceed
  • new personal knowledge is created
  • situate it within their previous understanding of the topic
  • information on the topic is gathered
  • locate new information
  • evaluate the information that has been gathered
  • a focused perspective begins to form
  • formulate a personalized construction of the topic from the general information gathered
  • Formulation is considered to be the most important stage of the process
  • presented with a clearly focused, personalized topic
  • support the focus
  • more successful searching
  • summarize and report on the information
Sunny Jackson

Library technician - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Library_technician

Information Learning

shared by Sunny Jackson on 18 Dec 13 - No Cached
  • trained to perform the day-to-day functions of a library
  • assists librarians in the acquisition, preparation and organization of information
  • classification
  • ...13 more annotations...
  • the role of the library technician is expanding and evolving
  • Library technicians typically require a certificate, or, ideally, an associate degree in library technology from a community college or other similar institution
  • librarians require a master's degree in library science from an accredited university-based graduate school of library and information science
  • Library technicians will often carry out the practical tasks involved in daily library operation
  • Because the education of the library technician is practical, broad and skills-based, they are job-ready upon graduation; the only training they may require is that which is specific to their particular place of employment.
  • assist library patrons in finding information
  • Duties can vary with the type and size of the library
  • data input
  • cataloguing
  • assist in acquiring print and nonprint materials
  • circulation
  • assisting in the provision of reference services
  • A library technician who supervises or serves as library manager with the advanced training is more properly known as a library associate.
fictionalworlds

http://courseware.thomsonlearning.com/CW001/MyBackPack/ContentDisplay3-0/ContentSB.asp?... - 0 views

courseware.thomsonlearning.com/...ContentSB.asp

shared by fictionalworlds on 15 Jul 13 - Cached
  • Select titles and subtitles for the worksheet.
  • The less text in the titles and subtitles, the more impact the titles and subtitles will have.
  • Use the fewest words possible to specify the information presented in the worksheet to the intended audience.
  • ...11 more annotations...
  • Determine the contents for rows and columns.
  • Rows typically contain information that is analogous to items in a list
  • Columns typically contain descriptive information about items in rows or contain information that helps to group the data in the worksheet
  • Determine the calculations that are needed.
  • Determine where to save the workbook.
  • Identify how to format various elements of the worksheet.
  • Examples of how you can modify the appearance, or format, of text include changing its shape, size, color, and position on the worksheet.
  • Decide on the type of chart needed.
  • Each chart type relays a different message about the data in the worksheet. Choose a chart type that relays the message that you want to convey.
  • Establish where to position and how to format the chart.
  • The position and format of the chart should command the attention of the intended audience. If possible, position the chart so that it prints with the worksheet data on a single page.
Sunny Jackson

Information Literacy - 0 views

What are the fundamentals of information literacy?

Information Literacy

started by Sunny Jackson on 28 May 13 no follow-up yet
Sunny Jackson

Lucene - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Lucene

Wiki

shared by Sunny Jackson on 03 Jul 13 - Cached
  • information retrieval software library
  • suitable for any application which requires full text indexing and searching capability
  • utility in the implementation of Internet search engines and local, single-site searching
  • ...7 more annotations...
  • At the core of Lucene's logical architecture is the idea of a document containing fields of text
  • Text from PDFs, HTML, Microsoft Word, and OpenDocument documents, as well as many others (except images), can all be indexed as long as their textual information can be extracted
  • independent of the file format
  • indexing and search library
  • web crawling and HTML parsing
  • search server
  • Java Search Engine Framework
Sunny Jackson

HTML Reference - 0 views

www.w3schools.com/...ref_byfunc.asp

shared by Sunny Jackson on 10 Jul 13 - Cached
  • <!DOCTYPE>  Defines the document type
  • <cite> Defines the title of a work
    • Sunny Jackson
      Sunny Jackson on 10 Jul 13
       
      Defines a citation
  • <title> Defines a title for the document
  • ...103 more annotations...
  • <body> Defines the document's body
  • <h1> to <h6> Defines HTML headings
  • <p> Defines a paragraph
  • <br> Inserts a single line break
  • <hr> Defines a thematic change in the content
  • <!--...--> Defines a comment
  • <abbr> Defines an abbreviation
  • <address> Defines contact information for the author/owner of a document
  • <b> Defines bold text
  • <bdi>New Isolates a part of text that might be formatted in a different direction from other text outside it
  • <bdo> Overrides the current text direction
  • <blockquote> Defines a section that is quoted from another source
  • <html> Defines an HTML document
  • <code> Defines a piece of computer code
  • <del> Defines text that has been deleted from a document
  • <dfn> Defines a definition term
  • <em> Defines emphasized text 
  • <i> Defines a part of text in an alternate voice or mood
  • <ins> Defines a text that has been inserted into a document
  • <kbd> Defines keyboard input
  • <mark>New Defines marked/highlighted text
  • <meter>New Defines a scalar measurement within a known range (a gauge)
  • <pre> Defines preformatted text
  • <progress>New Represents the progress of a task
  • <q> Defines a short quotation
  • <rp>New Defines what to show in browsers that do not support ruby annotations
  • <rt>New Defines an explanation/pronunciation of characters (for East Asian typography)
  • <ruby>New Defines a ruby annotation (for East Asian typography)
  • <samp> Defines sample output from a computer program
  • <s> Defines text that is no longer correct
  • <small> Defines smaller text
  • <strong> Defines important text
  • <sub> Defines subscripted text
  • <sup> Defines superscripted text
  • <time>New Defines a date/time
  • <u> Defines text that should be stylistically different from normal text
  • <var> Defines a variable
  • <wbr>New Defines a possible line-break
  • <form> Defines an HTML form for user input
  • <input> Defines an input control
  • <textarea> Defines a multiline input control (text area)
  • <button> Defines a clickable button
  • <map> Defines a client-side image-map
  • <optgroup> Defines a group of related options in a drop-down list
  • <option> Defines an option in a drop-down list
  • <label> Defines a label for an <input> element
  • <fieldset> Groups related elements in a form
  • <legend> Defines a caption for a <fieldset>, < figure>, or <details> element
  • <datalist>New Specifies a list of pre-defined options for input controls
  • <keygen>New Defines a key-pair generator field (for forms)
  • <output>New Defines the result of a calculation
  • <iframe> Defines an inline frame
  • <img> Defines an image
  • <select> Defines a drop-down list
  • <area> Defines an area inside an image-map
  • <canvas>New Used to draw graphics, on the fly, via scripting (usually JavaScript)
  • <figcaption>New Defines a caption for a <figure> element
  • <figure>New Specifies self-contained content
  • <audio>New Defines sound content
  • <source>New Defines multiple media resources for media elements (<video> and <audio>)
  • <track>New Defines text tracks for media elements (<video> and <audio>)
  • <video>New Defines a video or movie
  • <a> Defines a hyperlink
  • <link> Defines the relationship between a document and an external resource (most used to link to style sheets)
  • <nav>New Defines navigation links
  • <ul> Defines an unordered list
  • <ol> Defines an ordered list
  • <li> Defines a list item
  • <dl> Defines a description list
  • <dt> Defines a term/name in a description list
  • <dd> Defines a description of a term/name in a description list
  • <menu> Defines a list/menu of commands
  • <command>New Defines a command button that a user can invoke
  • <table> Defines a table
  • <caption> Defines a table caption
  • <th> Defines a header cell in a table
  • <tr> Defines a row in a table
  • <td> Defines a cell in a table
  • <thead> Groups the header content in a table
  • <tbody> Groups the body content in a table
  • <tfoot> Groups the footer content in a table
  • <col> Specifies column properties for each column within a <colgroup> element
  • <colgroup> Specifies a group of one or more columns in a table for formatting
  • <style> Defines style information for a document
  • <div> Defines a section in a document
  • <span> Defines a section in a document
  • <header>New Defines a header for a document or section
  • <footer>New Defines a footer for a document or section
  • <hgroup>New Groups heading (<h1> to <h6>) elements
  • <section>New Defines a section in a document
  • <article>New Defines an article
  • <aside>New Defines content aside from the page content
  • <details>New Defines additional details that the user can view or hide
  • <dialog>New Defines a dialog box or window
  • <summary>New Defines a visible heading for a <details> element
  • <head> Defines information about the document
  • <meta> Defines metadata about an HTML document
  • <base> Specifies the base URL/target for all relative URLs in a document
  • <script> Defines a client-side script
  • <noscript> Defines an alternate content for users that do not support client-side scripts
  • <embed>New Defines a container for an external (non-HTML) application
  • <object> Defines an embedded object
  • <param> Defines a parameter for an object
Sunny Jackson

Felder & Soloman: Learning Styles and Strategies - 0 views

www4.ncsu.edu/...styles.htm

learning Education & Learning

shared by Sunny Jackson on 07 Jun 13 - Cached
  • REFLECTIVE
  • Reflective learners prefer to think about it quietly first.
  • "Let's think it through first" is the reflective learner's response.
  • ...32 more annotations...
  • prefer working alone.
  • reflective learners
  • A balance of the two is desirable.
  • think of possible questions or applications
  • review what you have read
  • write short summaries of readings or class notes in your own words
  • will enable you to retain the material more effectively
  • INTUITIVE
  • intuitive learners often prefer discovering possibilities and relationships.
  • you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.
  • intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions
  • intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations.
  • If you overemphasize intuition, you may miss important details or make careless mistakes
  • need to be able to function both ways.
  • try to find the connections
  • Take time to read the entire question before you start answering and be sure to check your results
  • VERBAL
  • Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
  • Good learners are capable of processing information presented either visually or verbally.
  • Write summaries or outlines of course material in your own words.
  • intuitors like innovation and dislike repetition.
  • GLOBAL
  • Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
  • global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
  • What makes you global or not is what happens before the light bulb goes on.
  • strengthen your global thinking skills by relating each new topic you study to things you already know.
  • outline the lecture material for yourself in logical order.
  • you need the big picture of a subject before you can master details
  • get an overview
  • immerse yourself in individual subjects for large blocks
  • Try to relate the subject to things you already know
  • your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.
Sunny Jackson

Wikipedia:Verifiability - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Wikipedia:Verifiability

Wiki

shared by Sunny Jackson on 03 Jul 13 - Cached
  • a reader's ability to check cited sources that directly support the information in an article
  • It must be possible to attribute all information in Wikipedia to reliable, published sources that are appropriate for the content in question.
  • Verifiability
  • ...22 more annotations...
  • Neutral point of view
  • All quotations and any material challenged or likely to be challenged must be attributed to a reliable published source
  • The citation should fully identify the source, and the location within the source (specifying page, section, or such divisions as may be appropriate) where the material is to be found.
  • The burden of evidence lies with the editor who adds or restores material.
  • Editors might object if you remove material without giving them time to provide references. It has always been good practice to try to find and cite supporting sources
  • consider adding a citation needed tag
  • article
  • paper
  • or book
  • creator
  • document
  • publisher
  • published sources with a reputation for fact-checking and accuracy
  • Sources should directly support the material presented
  • appropriate to the claims made
  • academic and peer-reviewed publications are usually the most reliable sources
  • Material from reliable non-academic sources may also be used, particularly if it appears in respected mainstream publications.
  • university-level textbooks
  • books published by respected publishing houses
  • journals
  • magazines
  • mainstream newspapers
Sunny Jackson

HTML footer Tag - 0 views

www.w3schools.com/...tag_footer.asp

shared by Sunny Jackson on 25 Jun 13 - No Cached
  • <footer>
  • </footer>
  • The <footer> tag defines a footer for a document or section.
  • ...2 more annotations...
  • A footer typically contains the author of the document, copyright information, links to terms of use, contact information, etc.
  • You can have several <footer> elements in one document.
Sunny Jackson

Kurt Vonnegut - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Kurt_Vonnegut

Beliefs Information Learning

shared by Sunny Jackson on 18 Dec 13 - Cached
  • 20th century American writer
  • blend satire, gallows humor and science fiction
  • critical liberal intellectual
  • ...12 more annotations...
  • lifelong supporter of the American Civil Liberties Union
  • known for his humanist beliefs
  • honorary president of the American Humanist Association
  • eight rules for writing a short story:
  • Use the time of a total stranger in such a way that he or she will not feel the time was wasted.
  • Give the reader at least one character he or she can root for.
  • Every character should want something, even if it is only a glass of water.
  • Every sentence must do one of two things—reveal character or advance the action.
  • Start as close to the end as possible.
  • No matter how sweet and innocent your leading characters, make awful things happen to them—in order that the reader may see what they are made of.
  • Write to please just one person.
  • Give your readers as much information as possible as soon as possible. To hell with suspense.
Sunny Jackson

Gender schema theory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Gender_schema_theory

shared by Sunny Jackson on 09 Jan 14 - No Cached
  • modeling equal roles for mothers and fathers in the household
  • individual differences schema, where children learn to process information on a person-by-person basis rather than make wide assumptions about groups based on information from individuals
  • society should decrease the use of the gender dichotomy
Sunny Jackson

Bundlr - Spelling and Grammar Guide - 0 views

bundlr.com/spelling-and-grammar

shared by Sunny Jackson on 24 Jun 13 - No Cached
  • Progressive Language Skills
  • practice
  • build on
  • ...53 more annotations...
  • find out what has worked and do more of that
  • foundational language skills and content
  • new skills are best acquired when students notice and understand
  • language acquisition
  • Students must have a strong command of the grammar and usage of spoken and written standard English to succeed academically and professionally.
  • grammar
  • usage
  • devise instructional approaches to replicate this success for other un-mastered language content and skills
  • explicit instruction
  • scaffold instruction
  • build upon prior knowledge
  • this comma and period inside the quotation marks business is strictly American usage.  The British don't do it that way.  They are inclined to place commas and periods logically rather than conventionally, depending on whether the punctuation belongs to the quotation or to the sentence that contains the quotation
  • that this comma and period inside the quotation marks business is strictly American usage.  The British don't do it that way. 
  • differentiate
  • comprehensible
  • oral language
  • input
  • pay attention to how you’re using the active and passive voices
  • even more important is the matter of consistency
  • usage issues
  • skill and content areas
  • we want to make sure our best feet are forward. That means making sure errors like typos or poor grammar don’t detract from what we have to say
  • make a conscious effort to use them in a way that produces clear, direct, and compelling posts
  • help the student practice skills and content already learned
  • Teach language form and meaning concurrently.
  • active listening
  • inside the U.S., periods and commas go inside quotation marks
  • Think about each sentence
  • what do you want to emphasize?
  • How can you construct a sentence that gets your point across and is engaging to read?
  • The rules in American English are different from the rules in British English
  • meaning influences form
  • Form influences meaning
  • In America, we use a hard-and-fast rule that was supposedly designed by compositors to protect the tiny commas and periods (1, 2). We always put periods and commas inside quotation marks.
  • interactive discussion
  • inform the student as to “what is correct and what is not” via immediate feedback
  • provide a meaningful rationale
  • analyze how writers and speakers use the language skill and content
  • Some emphasize the verb as the key part of speech, showing students how the sentence is built around it and how vivid verbs create vivid sentences.
  • It’s one thing to read about the rules, but another to put them into practice.
  • When combining exclamation points and question marks with quotation marks, however, Americans follow the same logical system as the British. Where you place the other marks relative to the quotation mark depends on the context of the quotation.
  • If the whole sentence, including the quotation, is a question or an exclamation, then the question mark or exclamation point goes outside the closing quotation mark; but if only the part inside the quotation marks is a question or exclamation, then the question mark or exclamation point goes inside the closing quotation mark.
  • In Britain, they use rules that require the writer to determine whether the period or comma belong with the quotation or are part of the larger sentence.
  • think about the function of voice when evaluating your writing
  • In American English, periods and commas always go inside the closing quotation mark
  • semicolons, colons, asterisks, and dashes always go outside the closing quotation mark
  • question marks and exclamation points require that you analyze the sentence and make a decision based on context
  • if you are an American, you need to keep your commas and periods inside your closing quotation marks, where they belong
  • why, you may ask, do they belong there?
  • Writing
  • Spelling/Vocabulary
  • only American printers were more attached to convenience than logic
  • Grammar/Mechanics
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