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71.
Lori Bowen Ayre 《Public Library Quarterly》2016,35(4):355-361
In the real world of library service, librarians have to keep up with change by answering specific questions. They need training because technology, the character of populations, and local economics all are changing. Recognizing that technology is a catalyst of change, the author shows how librarians can and do work to help libraries harness the power of technology to navigate the changing reading and information needs of their communities. This article examines useful behaviors as librarians approach their work tasks, relying on new technology to help meet customers’ reading and information needs. 相似文献
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Neil Romanosky Lloyd Chittenden Kathryn Munson Gretchen Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):285-291
As an assignment for the Reference and User Services Association and as part of the American Library Association Emerging Leaders Program, the authors created a databank to house the results of a large-scale interlibrary loan staffing survey. After examining the pros and cons of several software solutions, the authors decided to use a Web-based database product, Dabble DB. The paper discusses the scope, outcomes, and value of the Reference and User Services Association interlibrary loan survey, the development of the authors’ project plan, and recommendations for the use of cloud-based database products in library operations. 相似文献
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Documents at the Dwight Eisenhower Library reveal the existence of a secret television planning board which advised the candidate during the presidential campaign of 1952. 相似文献
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Lloyd Bond 《Educational Measurement》2020,39(3):86-89
Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre-post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment practices. It is demonstrated that activities already familiar to teachers and assessment specialists can powerfully inform student learning and teaching practice. 相似文献
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