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5856 results in Facet Publishing

Page 130 of 293

  • England

  • Edited by Karen Attar
  • Book:
    Directory of Rare Book and Special Collections in the UK and Republic of Ireland
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 1-406

  • Summary

    Abingdon

    Abingdon School, Park Crescent, Abingdon, Oxon OX14 1DE. TEL 01235 521563. Email library@ abingdon.org.uk.

    *The school was founded in or before 1256, and moved to its present premises in 1870. The bulk of the school library founded in 1740 by subscription still survives. Other rare books were given by former pupils, many in the 18th cent., which still bear elaborate inscriptions recording the donor's name and the date, or by French prisoners of war confined at Abingdon during the Seven Years War (1756–63); some have been added by later purchase or benefactions. The rare books collection numbers c.100 books, 1535–late 19th cent., largely humanities, with special strengths in classics and early school books, including works by Thomas Godwyn, a Headmaster of the School (1587–1642), and works by Peter Heylyn, Chaplain to Charles I, who lived in Lacies Court (now the Headmaster's house) during the Cromwellian period.

    Separate handlist of rare books; includes notes of provenance.

    Radley College, Abingdon, Oxon OX14 2HR. TEL. 01235 543041. Email archives@ radley.org.uk. Web www.radley.org.uk/ library.

    *Richard Morgan library. The College was founded in 1847 and rare books have been donated to the library since then by various benefactors. The library's stock totals c.34,000 v., of which c.1,000 are rare. These include very few 16th- and 17th-cent. items; a collection of Italian imprints; classics; Foulis press books of the 18th cent.; a printed Roman Psalter by Plantin, 1717, and Antiphonal by Plantin, 1773; an incomplete set of ‘Cheap Edition’ of Dickens, 1847–52, boxed in original parts; plate books, especially ornithology and topography, of the 19th cent.; a collection of 19th-cent. works of the Founder, William Sewell and his family; fine private press folios of the 20th cent.; and the Simon Heneage Walker Collection of 20th-cent. books on cartoons and caricatures. In-house database.

    Accrington

    Accrington Library, St James’ Street, Accrington, Lancs BB5 1NQ. TEL 0300 123 6703. Email accrington.library@ lancashire.gov.uk. www.lancashire.gov.uk/ libraries.

    Community history collection. Over 7,000 titles covering the Hyndburn district, including Accrington and the surrounding towns. Books, pamphlets, maps, plans, commemorative literature, political and election publicity, early directories, electoral registers and poll books, and local newspapers on microfilm. The Richard Broughton collection of books on local history is incorporated in the main collections.

  • 5 - Making a positive response to challenges

  • from PART 2 - YOUR COMMUNITY: FROM PERCEPTIONS TO PRACTICE
  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 71-86

  • Summary

    Getting into position

    Developing relationships requires energy and that needs to come from us. It takes time to build trust and confidence between people, especially in such a hectic work environment as a school, so persistence and resilience is essential. How can librarians stay positive when, as we have seen, others are unlikely to find the time or energy to come to us with ideas? We need to ensure that we position ourselves so that we can capitalize on possible opportunities and this depends on us being alert, proactive and determined. Our aim should be that in the longer term, when our role is well established in the minds of senior leadership and staff, we will automatically be involved in the school decision-making process.

    Good positioning requires research and awareness on our part. Who are the budget holders in the school? What are the current big projects (e.g. demonstrating pupil progress, social inclusion for all, independent learning)? When we have answered these questions we should consider how and what we can contribute. If we can go to a project manager with a proposal or solution this will allow us to be identified as someone who is knowledgeable, who participates and can be relied on.

    In the first instance, we are our own best resource. We have expertise and skills. We should market our wares with shrewdness.

    What is possible in the real world of school libraries?

    Three major issues faced by most school librarians are accommodation, budget and staffing. How can we respond positively to these challenges?

    Accommodation

    Few schools have all the space they need and not all school libraries are able to accommodate one-tenth of the school's population at any one time, as recommended by Barrett and Douglas (2004), or even one class, as recommended by CILIP (Shaper, 2014). Does this prevent us from making an impact on teaching and learning? Lack of space can be extremely frustrating, yet many librarians fulfil a vital role in spite of this difficulty. The following vignettes show two responses to lack of space.

  • 2 - How others see us

  • from PART 1 - WHO IS THE LIBRARIAN?
  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 23-38

  • Summary

    Regardless of how we view ourselves as professionals, we work within the context of other people's perceptions of us and demands on us. While the library may be referred to by some (e.g. Libraries All Party Parliamentary Group, 2014) as the ‘heart of the school’ this does not mean that it is always, in practice, central to school life. Indeed, some people may see the librarian as peripheral to the teaching and learning ‘business’ of the school. Even where the library is positioned physically at the middle or the front of the school building, as is certainly the case in some schools, we need to recognize that this is only part of what being central means. Far more important is the library's relationship to the curriculum and the extent to which the librarian is included in the planning and delivery of teaching and learning in all its manifestations. In this chapter we will discuss how different groups regard this relationship and the effect this has on what the librarian can achieve.

    People within the school community

    Head teachers

    Head teachers determine how the school's resources are to be distributed, subject only to the governors’ approval, and their vision of education has an enormous impact on our role. Ofsted (2006) underlined the importance of head teachers in setting the school library context:

    Leadership by supportive and knowledgeable headteachers and senior managers was the most important factor in improving library provision. They recognized how libraries contributed to learning and, wherever possible, they appointed specialist librarians to lead developments.

    Overwhelmingly, the most significant element in bringing about improvements was the commitment and support of effective head teachers.

    A survey of head teachers’ attitudes to the school library, commissioned by the UK All Party Parliamentary Group for Libraries, published in 2014, found that well over 90% of those who responded valued their school libraries. Given this enthusiasm, why do so many schools not have a professionally staffed school library? Lack of head teacher support may not be the only reason, but given how crucial this support is for the development of an effective school library there are obviously many who remain unconvinced about the school library's contribution to student learning and do not support it.

  • Rare Books and Special Collections Group Foreword

    • By Fiona Courage, Chair, CILIP Rare Books and Special Collections Group, Amanda Saville, Immediate Past Chair, CILIP Rare Books and Special Collections Group
  • Edited by Karen Attar
  • Book:
    Directory of Rare Book and Special Collections in the UK and Republic of Ireland
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp x-x

  • Summary

    On Behalf Of the CILIP Rare Books and Special Collections Group Committee we are delighted to have been able to support the production of a third edition of the Directory which plays such a significant role in identifying the many and varied special collections held in institutions throughout the UK. The Directory illustrates the changes and additions to many of the collections that have taken place in the 18 years since the previous edition was published. Facet Publishing's willingness to produce a third edition testifies to the continued widespread interest in the UK's special collections. We trust that this updated edition will be as essential a research tool as its predecessors, and see its success as a reflection of the dedication and commitment that its editor Karen Attar has given to its production over the past months.

Managing Metadata in Web-scale Discovery Systems
  • Edited by Louise F Spiteri
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016
  • This book shows you how to harness the power of linked data and web-scale discovery systems to manage and link widely varied content across your library collection. Libraries are increasingly using web-scale discovery systems to help clients find a wide assortment of library materials, including books, journal articles, special collections, archival collections, videos, music and open access collections. Depending on the library material catalogued, the discovery system might need to negotiate different metadata standards, such as AACR, RDA, RAD, FOAF, VRA Core, METS, MODS, RDF and more.

  • 6 - Managing outsourced metadata in discovery systems

    • By Laurel Tarulli, Sacred Heart School of Halifax in Halifax, Nova Scotia
  • Edited by Louise F Spiteri
  • Book:
    Managing Metadata in Web-scale Discovery Systems
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 137-164

  • Summary

    Introduction

    A librarian sits at his or her work station, assisting students with questions about what to read next, checking in book returns and, when a quiet moment presents itself, cataloguing the new books and entering them into the library catalogue. With a simple title search within the catalogue, the vendor's discovery system identifies whether or not the book is a new title. If the title is new, a selection of Machine-Readable Cataloging (MARC) records is presented. The records are often pulled from libraries sharing the same vendor discovery system or consortium, or from the vendor itself. The librarian chooses a record, edits it as needed, and adds the book to the growing collection available for discovery in the library's catalogue. With ease and efficiency, the librarian is able to add titles to the collection, while continuing day-to-day tasks within the library.

    This is a common, everyday practice among thousands, if not tens of thousands of librarians each day. It happens in school, public, special and academic libraries. The availability of records for downloading or sharing from consortia and, increasingly, vendors assists librarians, and greatly reduces the need for timeintensive original cataloguing and, in many cases, the editing of simple, bare-bones MARC records. The benefit of these records for download, sharing, or editing should not be disputed. Indeed, this chapter will take the position that having these records available is essential to the continued growth of collections available through catalogues. These records allow librarians to make titles available to users in short order, in many cases making titles available much sooner than if the record had to be created in-house. Why, then, do we need to discuss the outsourcing of library metadata and indexing? If there is a direct benefit to the availability of MARC records, why is there a need to examine the source of those records when received from vendors?

    To assume that the only metadata libraries receive from vendors is in the form of MARC records is to take a very narrow, singular view on the rich metadata now available in online catalogues. The following sections of this chapter will introduce the depth of rich metadata and indexing that is available beyond online catalogues. Specifically, web-scale discovery services that aggregate, index and disseminate large quantities of information such as full text articles, summaries and abstracts will be examined.

  • 7 - Managing user-generated metadata in discovery systems

  • Edited by Louise F Spiteri
  • Book:
    Managing Metadata in Web-scale Discovery Systems
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 165-194

  • Summary

    Introduction: opening the door to user-generated Content

    The content of bibliographic records in library catalogues has always been strictly controlled by library staff. Metadata in these records is created in adherence to a standard scheme, usually the Anglo-American Cataloguing Rules (AACR) and, more recently, though not as extensively, the Resource Description and Access (RDA) standard. The records are contained in the Machine- Readable Cataloging (MARC) framework. The subject or ‘aboutness’ of works is described via standard headings, usually the Library of Congress Subject Headings (LCSH), and classified according to standards such as the Dewey Decimal Classification System or the Library of Congress Classification System. The advent of social tagging, or folksonomies, a term coined by Thomas Vander Wal (2007) in 2004, opened the discussion about how user-generated content could add value to library catalogues by enabling users to organize their personal information spaces by tagging items of interest for later retrieval, supplement existing controlled vocabularies, and create online communities of interest by using tags to connect with other users with similar research interests (Spiteri, 2006; Steele, 2009). Since 2004, user-generated content in catalogues has expanded to include ratings and reviews. This chapter will explore how user-generated content has been used in library catalogues, identify and discuss emergent themes and patterns in this use, and suggest future directions.

    The metadata framework of library catalogues

    Library catalogues typically contain bibliographic records whose content is created by trained professionals. The standard metadata scheme used in most catalogues for the past several decades has been the AACR. This standard describes standardized access points or elements of an item, as outlined in the International Standard Bibliographic Description:

  • • title and statement of responsibility area

  • • edition area

  • • material or type of resource specific area

  • • publication, production, distribution, etc., area

  • • material description area

  • • series area

  • • notes area

  • • resource identifier and terms of availability area (e.g., ISBN, ISSN).

  • Preface

  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp ix-xii

  • Summary

    Katya received a visit by fellow librarians to see the new school library. She prepared for the visit by displaying information on all her most recent activities to demonstrate how the library contributed to assessment for learning, reader development, teaching of 16–18 year olds and staff training. Katya observed that her visitors wanted to look at her stock and her general displays and to discuss how she managed overdue books. Several times she drew their attention to the information that showcased her wider activities but the majority of her visitors remained focused on the room's resources and its management rather than moving to a discussion of teaching and learning.

    Although the context of school librarianship has changed dramatically over the past seven years, we believe that the fundamental concerns introduced in this vignette, which opened the first edition of this book in 2009, remain the same. School librarians are still faced with difficult decisions about their roles, priorities and activities: the shape of their contribution to teaching and learning within their schools. Therefore in this second edition we still aim to prompt school librarians to stand back from their day-to-day activity and critically re-examine their values, philosophy and what defines their professional practice. We have maintained our focus on ways of thinking about the job of school librarian rather than on its operational responsibilities. However we do not underplay the changes that have occurred since 2009 and recognize the many different ways in which context affects what we do and what we are able to achieve. In response we discuss the challenges and opportunities accorded by such changes as burgeoning technologies and resource cuts, and offer new vignettes describing current situations.

    We recognize that there are big differences between schools: different curricula, different patterns of governance and management; and different levels and types of resources, before we even get to the students and teachers. This inevitably leads to big differences between school libraries. However, through working internationally with colleagues from the USA, Australia, Sweden, Denmark, Lithuania and Portugal, we know that school librarians share many common concerns as well as a common vision of what we are trying to achieve.

  • 9 - Innovation

  • from PART 3 - MOVING FORWARD
  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 143-156

  • Summary

    To innovate involves taking risks. Paradoxically this may happen most easily when people work in a safe and secure environment, one which encourages them to experiment in order to turn problems into opportunities. As librarians, many of us do not find ourselves in such a supportive situation, so why should we bother to invest energy, enthusiasm and hard work into something that might fail?

    We may prefer to maintain the status quo rather than bring any extra stress on ourselves but, as we saw in Chapter 1, being professional involves looking continually for ways to improve our services. Just as a business cannot afford to stand still but needs to introduce new ideas and technologies to keep ahead of its competitors, so school librarians should not stagnate in the world of educational change and development. Furthermore, we all need intellectual stimulation to sustain our interest and innovating is a good way to keep us motivated and fresh.

    Ross Todd (Todd, 2001) exhorts school librarians to re-conceptualize the role of the library, turning it from an information place into a knowledge-making space (see quotation at the end of Chapter 8). Using his three drivers for change: connections, actions and evidence, we will explore innovative practice for school librarians.

    Connect

    The pathways to innovation may open up to us through the contacts and relationships we make in our school, professional or wider communities. For instance, we may look at the leaders in our field and ask ourselves what is special about the librarians whom we admire. We can gain inspiration and insight from seeing how well they innovate and re-invent their roles (Taylor and Guiney, 2008); prizes for achievement such as the School Librarian of the Year Award in the UK help to draw attention to good practice (School Library Association, 2015b). It does not matter which model of professional practice we choose to follow as long as we continue to develop our ideas. The vignette below explains how it is possible to be innovative without necessarily being an extrovert.

    At a meeting of local librarians there was discussion about raising profiles and professionalism, which evoked a lively debate. Sean told the group that he did not participate greatly in meetings at school, often leaving the discussion to others.

  • Foreword

  • Edited by Karen Attar
  • Book:
    Directory of Rare Book and Special Collections in the UK and Republic of Ireland
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp ix-ix

  • Summary

    The Directory Of Rare Books And Special Collectionswas the first and most ambitious

    project of the newly formed Rare Books Group of what was then the Library Association. Work began in 1966. When it was published in 1985, it was a great if imperfect achievement. Its true begetter – Stanley Roberts – did not live to see it in print, a fate shared by the mastermind of the revised 1997 edition, Barry Bloomfield. They, their successors and their teams of contributors and collaborators succeeded in creating an invaluable tool for those who are looking for collections of rare books in the British Isles. Perhaps the greatest achievement of the Directory is that it opened up a realization of the richness, diversity and ubiquity of those collections. Far from being confined to London, Oxford, Cambridge, and a small number of provincial, Scottish and Irish cities, there were collections everywhere, and many of them in real danger.

    For the third edition, Karen Attar has trawled far and wide for information, and made radical changes which go far beyond anything which could be attempted by Bloomfield. The most obvious change is the re-ordering of the entries to make the book more usable; welcome as that is, however, more profound is the rewriting of many entries, a new depth of verification of data, and a more comprehensive coverage of the field. For scholars seeking to find and exploit the resources of rare books and special collections in the British Isles, what was a useful work of reference has been transformed into an invaluable and indispensable tool.

    The successor body of the the originators – the Rare Books and Special Collections Group of CILIP – can only be congratulated on undertaking the work, and on maintaining at least for this edition, the tradition of publishing it in its traditional form. Surely there can never be another edition in print? But I recall saying exactly the same thing when the second edition was published more than 15 years ago. I hope I am wrong this time as well.

Page 130 of 293