Web Sites of Primary School Libraries - Case of the Šibenik City
Notice bibliographique
Résumé
The school library is an informational, cultural, and educational center of the school. According to the School library guidelines they are “...learning environments that provide space (physical and digital), access to resources, and access to activities and services to encourage and support student, teacher, and community learning“ (International Federation of Library Associations and Institutions, 2015). With the advance of the Internet, the library is presented to the world and enables continuous contact with other centers and other libraries, so they are functioning in both physical and digital space. And the history of the school library website is a very long one as school librarians were the professionals that accepted new technology in the early days. As Dukić (2012) writes “the first web pages of school libraries appeared in developed countries as early as 1994. From 1995 to 1996, the number of school library websites increased rapidly. However, the main feature of these websites was static, because the communication was mostly in one direction - from the website to the user”. With the advance of Web 2.0 librarians became able to create their own library websites without excessive computer skills. Awareness ofthe need to create websites exists and is strengthened by trends from the outside, but we must keep in mind the need to modernize them because outdated and uninformative pages can only harm the library. Namely, they are the identity card with which the library enters the most remote homes, other libraries, research centers, etc..“ (Lazzarich, 2003). Today, when most children and young people grow up with digital technology and the Internet, creating their own library website is an appropriate way to bring the library, and thus reading, closer to young people. Well-designed websites can be a good tool for searching for information related to learning, but also a virtual learning community in which school librarians can collaborate with staf and students. Valenza (2007) goes even further in analyzing the quality of the websites by creating a taxonomy of the school library websites. But what happens when the school and their library's physical space are closed due to the lockdown. Shifting their physical space in the virtual one assumes well-developed communication strategies. The question that arises is should the virtual space be the same as before the pandemics or should it adapt to the new context. The goal of our research is to investigate the current development of the school library websites in one of the Croatian cities and investigate if they respond to the current challenges of the transformed educational environment.
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.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,005 | 0,010 |
| Études des sciences et des technologies | 0,007 | 0,003 |
| Communication savante | 0,010 | 0,005 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,023 | 0,003 |
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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».