Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
This issue of School Libraries Worldwide is an open, or non-theme, issue that focuses on current theory, research, and practice from around the world. School Libraries Worldwide has had a strong overall record of dissemination of scholarship in school librarianship; authors from more than 20 countries were represented in the journal's first decade of publication. However, many of those articles drew heavily on the research and practice of firstworld English-speaking nations where school libraries are particularly well developed. This means that school librarians from other areas of the world were and arc able to find fewer articles that resonate with their contexts and their challenges. The authors of the articles in this issue come from Hong Kong, New Zealand, Iceland, Canada, and the United States. Penny Moore, from New Zealand, shares the paper she prepared for UNESCO, the US National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. She explores some of the factors facilitating and hindering the drive toward information literacy around the world, as reflected in publications of the International Association of School Librarianship (IASL) between 1998 and 2002. Patricia Montiel Overall, from the US, proposes and discusses four models of teacher and librarian collaboration and identifies five constructs within the models that can be used to evaluate the effect of each model on students' academic achievement. Violet H. Harada, also from the US, describes a multi-year project identifying key components of effective teaching in collaborative elementary school classroom-library settings and translating this knowledge into practitionerfacilitated professional development alternatives. lASL's Webmaster Laurel A. Clyde, from Iceland, discusses the part that research has played in the ongoing development of lASL's Web site School Libraries Online. This is desk research and analysis of users' needs through analysis of the weekly and monthly reports from the Web site search engine and analysis of the statistical information provided by a user tracking service. Pia Russell, from Canada, explores a single education jurisdiction's information literacy curriculum policy development through a case study utilizing rhetorical analysis of relevant policy documents and semistructured, open-ended interviews with 12 policy contributors. Felicity Shaw, from Hong Kong, sketches the development of a modern education system in the Kingdom of Bhutan, some early attempts at library provision, and the ongoing School Library Development Project that is being implemented with funding support from donor agencies and through World Bank-funded, but education sector-inspired, development projects. Jamie Campbell Naidoo, from the US, explains the use of sheltered instruction, a teaching strategy that allows the school library media specialist to collaborate with the Englishas-a-second language (ESL) program to help English language learner (ELL) students integrate second-language acquisition skills with content area instruction. School Libraries Worldwide Going Online! At the International Association of School Librarianship Executive Committee Board Meeting in Hong Kong on July 12, 2005, the following motion was moved and passed: Moved that School Libraries Worldwide become an open-access online journal, beginning if possible with the January 2006 issue. This motion will bring into action an initiative that the Editorial Board of School Libraries Worldwide has been considering for several years. The proposal taken to the Executive Committee of IASL outlined first what we will need to maintain an open-access online School Libraries Worldwide. We will maintain the journal's academic integrity, including the Editorial Board, the reviewing process, the production standards, and the focus on dissemination of research. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,069 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,006 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle