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5856 results in Facet Publishing

Page 209 of 293

Know it All, Find it Fast for Youth Librarians and Teachers
  • Christinea Donnelly
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011
  • This is a brand new version of the bestselling enquiry desk reference text, "Know it All, Find it Fast", for those working with children and young people in schools, public libraries and at home. After a general introduction covering essential information about education and the curriculum there is a comprehensive A-Z of topics covering school subjects from science and maths to reading and literacy, and more general themes such as children's health, wellbeing and hobbies. Each topic is broken down into useful sections that will guide your response: typical questions - 'Are there any homework clubs in my area?'; Definitions - 'Homework is...'; what to consider: environment and time of day; where to look - homework guidelines, print resources and websites; and, how to have success - how to evaluate resources. This is an indispensable guide for librarians and teachers in schools and public libraries working with children and young people. It will also be a handy reference for parents and anyone working with children and young people in other organizations such as health visitors.

  • 3 - The digital museum

  • from Part 1 - Digital transformations in libraries, museums and archives
    • By Claire Hudson, Victoria and Albert (V&A) Museum’s Department of Theatre and Performance
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 35-48

  • Summary

    Introduction

    UK museums have experienced an interesting and sometimes frustrating journey since the arrival of affordable digitization technology. Until very recently, the impact and value of museum collections, especially for the research community, has not been fully recognized, and this has tended to hamper the speed and extent of museum digitization projects. Gradually, museums have not only generated a significant body of digital content themselves but have also become partners in higher-education-funded research projects with digital outputs, encouraging wider awareness not only of the value of their collections but also of the expertise they can contribute to the creation of research resources.

    Despite this, there is still a great deal of unexploited potential. A recent study by the Comité des Sages (20011) on the online accessibility of Europe's digital cultural heritage identifies the museum sector as an area requiring greater investment. The physical characteristics of many museum artefacts have also tended to inhibit digitization. Frail materials, large objects, collections housed in off-site stores, or items of costume that need three-dimensional mounting to convey a true picture of their purpose and design all present time-consuming challenges for digitization that add to project costs.

    This chapter will present a case study based on the experiences of digitization at one specific organization, my own, followed by ‘the bigger picture’, some more generalized perspectives on the implementation of digitization within UK museums as a whole.

    Case study: A learning journey

    New Opportunities Fund – the NOF-Digitise programme

    Introduction

    The V&A Museum's Department of Theatre and Performance is by no means a leader in the field of digitization but has been a very active player, with a track record stretching over ten years – almost back to prehistory in digitization terms.

    In common with many UK heritage organizations, the journey started in the late 1990s when the V…A Department of Theatre and Performance was still known as the Theatre Museum, a branch of the V…A, located in its own premises in London's Covent Garden. Although dependent on the parent organization for many of its support services (IT, human resources (HR), conservation, etc.) it maintained its own website, which at the time, in common with the websites of most UK museums, was the responsibility of its marketing department, and was designed primarily as a means of attracting visitors to the museum building.

  • 10 - Creating a research data infrastructure: policy and practicalities

  • from Part 3 - Enhancing the future impact and value of digital collections
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 135-146

  • Summary

    Introduction

    The recent development of modern and faster computerized infrastructures has enabled researchers to routinely generate research data at an unprecedented level, both quantitatively regarding the amount of data generated from instruments, for example, such as genomic and sensor network data, and qualitatively, producing types of data previously unavailable, such as digital census and health care data. Similarly, an increasing amount of non-born digital research products and source materials are being digitized, such as cultural collections, to facilitate research, management, collaboration and access.

    These developments have contributed to a ‘data deluge’ (Hey and Trefethen, 2004; e- Science Directors’ Forum Strategy Working Group, 2009) that gives researchers access to a rich and massive amount of data across disciplinary boundaries. At the same time, the provision of high-capacity networks and improvements in research data capture methods have provided researchers with a means to take data sets produced in one geographical location and aggregate them with data produced elsewhere. Some have described this as the evolution of a new kind of science – ‘data-intensive science’ or fourth paradigm (Hey, Tansley and Tolle, 2009) – that is characterized by three principal activities: data capture, curation and analysis.

    For comparison, the first paradigm was characterized by observational science that has existed from the time of early civilizations, followed by a second paradigm – an empirically based approach, first exemplified by Roger Bacon's descriptions in the 13th century. The third paradigm, which evolved in the latter half of the 20th century, is characterized by increasingly complex research challenges based principally on large-scale computational simulation. This has led to the concept of holistic systems; the evolution from wet labs (hands-on scientific research and experimentation) to virtual labs; and an emphasis on modelling, simulation, projection and prediction. The fourth paradigm (Hey, Tansley and Tolle, 2009) is largely focused on the evolution of large databases and digital data archives, and research methods focused on data analysis and mining and patterns discovery, among others.

    The age of the fourth paradigm is further aligned with the movement towards ‘open science’, opening up scientific results to the public through the internet, as well as the increased participation of the public (‘citizen science’ (Bonney et al., 2009; Lyon, 2009; Hand, 2010)) as a contributing part to the scientific process, e.g. the global initiative Galaxy Zoo (www.galaxyzoo.org).

  • Section 1 - Hobbies and Leisure

  • from Part 4 - Hobbies, Leisure and Sport
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 209-278

  • Summary

    Acting And Performing

    See also: Part 2 – Drama and Theatre Studies; Part 4, Section 1 – Cinema, Film and Television

    Typical questions

  • • Do you know where I could do drama lessons?

  • • Are there any local stage schools?

  • • How can I find out about auditions?

    • Considerations

    In the main, queries about acting as a hobby are concerned with finding local classes or courses appropriate for children, improving acting skills or finding out about auditions. Stage schools offer young people the chance to cover all the elements of performance: drama, singing and dance. There are a lot of resources suggested in the sections referred to under ‘See also’, above. Remember to keep contacts for local drama organizations accessible and up to date. There are also some suggestions below for improving acting skills and for finding auditions.

    Where to look

    Contacts and auditions

    Actors' Yearbook: essential contacts for stage, screen and radio, A&C Black,

    Annual

    Everything you'll need to know and what to do as an actor.

    Contacts, Spotlight Publications, Annual

    Provides lists of drama schools, contact details and names of agents. You can obtain a copy from www.spotlight.com.

    Acting skills

    Belli, M. L. and Lenney, D. (2006) Acting for Young Actors: ultimate teen guide, Back Stage Books

    Henry, M. L. and Rogers, L. (2007) How To Be a Working Actor, 5th edition, Back Stage Books

    Howl, J. (2008) 100 Exercises To Get You into Drama School: improve your acting and audition skills, A&C Black

    Levy, F. (2009) Acting in Young Hollywood: a career guide for kids, teens and adults who play young too, Random House

    Mayfield, K. (2007) Acting A–Z, 2nd edition, Back Stage Books

    This is the one book every aspiring child actor needs, covering auditions, casting, how to find work, headshots and more.

    Morrison, H. (2003) Acting Skills, A&C Black

    Paterson, L. and O Connor, D. (2006) Kids Take the Stage, Back Stage Books

    A practical guide to helping children from 8 to 18 years old get a show up and running.

    Puppets

    Baric, M. and Louhi, K. Puppet Theatre, Hawthorn Press

    Offers 12 detailed, illustrated projects with all the techniques to set up a simple puppet show or full theatrical performance. It includes how to make puppets from just about anything, including twigs, create costumes, scenery, lighting and sound effects.

  • 1 - Introduction: the value, use and impact of digital collections

  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 1-10

  • Summary

    Background and context

    The aims of this volume

    A key motivation for developing this volume was the need to address the ‘use’, ‘value’ and ‘impact’ of digital collections in the context of an expanding mass of digital content with tremendous potential. Specifically:

  • • How can we understand how digital collections are being used, and by whom?

  • • How do we assess their value, and add value over time, in order to make decisions about which collections to digitize or make available, and how?

  • • How do we assess their impact on scholarship, on knowledge transfer and on information management and access?

  • • How do we ‘measure’ value? What can be measured, and how?

  • • Is it possible to ensure their sustainability, value and impact over time?

  • • How might we apply indicators of use, value and impact to inform funding decisions and policy making for the future?

    • The explosion of digital initiatives

    This volume of essays is, in many respects, a follow up and companion to Digitizing Collections: strategic issues for the information manager (Hughes, 2004). Since its publication, digitization initiatives have continued at a tremendous pace in libraries, archives and museums, as well as in higher education. Digitization of existing library, museum and archive collections is still a major priority, where funding can still be found for these initiatives. The National Library of Wales is continuing to digitize two million pages of historic Welsh newspapers and journals in a three-year project that will conclude in 2012, with funding from the Welsh Government. The British Library is partnering online publisher Brightsolid to digitize up to 40 million pages of newspapers. In the USA, the Smithsonian Institute has a remit to digitize its entire collection: a challenge considering that the Smithsonian is home to 137 million objects, 100,000 cubic feet of archival material and 1.8 million library volumes. In the UK, the Joint Information Systems Committee (JISC) has launched a new phase of digitization via its e-Content programme, for projects that will be completed in 2012. This is the era of Google, and mass digitization initiatives to put our cultural heritage online are flourishing.

  • Section 1 - Schools and Education

  • from Part 1 - General Sources
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 3-7

  • Summary

    Typical questions

  • • Have you got the latest school league tables?

  • • Where can I get advice on choosing a primary school?

  • • Are there any schools especially for children with specials needs?

  • • Who can I talk to about educating my child at home?

  • • I'd like to look at the Ofsted report for …

    • Considerations

    This section looks specifically at the sorts of questions asked by parents and carers concerned about starting education either via schools or at home. Despite the decline in popularity of school league tables, such queries are still asked on a regular basis, as well as others concerned with the choice of schools in certain areas or for certain criteria. Ofsted reports provide useful information to parents, to teachers going for jobs and to others who need to know about the school. The main consideration is to keep sources up to date; in the current climate, there are many changes in education, so this is even more important. Also bear in mind that church-aided schools may be listed elsewhere. Both the Catholic Directory of England and Wales (Gabriel Communications)and the Church of England Directory give details of their church-aided schools. Other religious denominations also have schools and it is best to check relevant directories for details or to use the sources listed below. For more detailed enquiries, such as those concerned with legal requirements, it is advisable to direct the enquirer to recommended specialist resources which your library may have, or to organizations that offer specialist advice. The sources listed below are excellent and should answer or provide guidance on many of the regular and recurring enquiries. It would be useful to bookmark websites that you find particularly helpful.

    Where to look

    Schoolswebdirectory

    www.schoolswebdirectory.co.uk

    This contains 33,000 UK schools and colleges with 20,000 websites and allows searching by county, local education authority, name of school or postcode. It also includes independent schools. Excellent.

    Sunday Times School Guide

    www.thesundaytimes.co.uk/sto/public/goodschools

    A subscription service to a searchable interactive guide to the UK's top 2000 primary and secondary schools.

    Try also www.schoolsearch.co.uk.

    Choosing a school

    For advice and guidance on choosing a school use www.direct.gov.uk. Select Parents, then Schools, learning and development. Select as appropriate.

  • 2 - The digital library

  • from Part 1 - Digital transformations in libraries, museums and archives
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 13-34

  • Summary

    Introduction

    This chapter takes the long view of the digital library, and reflects on the historical context of library developments, identifying some of the key ways in which digital transformations have enabled libraries around the world to educate, inform and delight their readers. These developments are then considered in a case study that highlights ways in which these changes have been implemented at the National Library of Wales, illustrating the ways in which these changes are impacting research in the arts and humanities.

    A celebration of the library

    The Argentinian bibliophile Alberto Manguel possesses a huge private library, which he has installed in a 15th-century barn at his home in the Loire Valley. In his book The Library at Night (2008), Manguel describes the magical atmosphere of his library at night-time, when pools of light over the library desks expunge the outside world, so that sounds become muffled and the very thoughts in the books seem clearer and louder. The comforting smells of the wooden shelves and the musky leather bindings permeate the library, and these smells seem to convey connections with ancient human knowledge and dreams. In this private world of public knowledge, connected through its books to countless other cultures and literatures, Manguel's mind roams through other great libraries, from the great building at Alexandria to the private collections of authors such as Dickens or Borges.

    Manguel's book is a celebration of the library as a space for study, reflection, exploration, inspiration, privacy and sharing. Whether it is an ancient room lined with oak bookcases, a large and extravagant Edwardian municipal building, or a clean and functional modern block, the library is an evocative space where the mind can take wing, finding new connections and discerning new possibilities. It is a space that is at once private and public, where people of all social classes, intellectual accomplishments and enthusiasms can discover new thoughts and intellectual vistas. The library is one of the most potent of all spaces created by humanity, eliciting deeply personal reactions from all those who encounter it, from members of the public to wizened researchers. The architect of the British Library at St Pancras, Colin St John Wilson, expressed this library fever very well when he declared that ‘To every scholar the library is a realm of secret topography’ (Losh, 2004, 378).

  • 7 - Measuring impact and use: scholarly information-seeking behaviour

  • from Part 2 - Understanding and measuring the use, impact and value of digital collections
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 85-102

  • Summary

    Introduction

    Emergent information technologies offer museum professionals new ways of bringing information about their collections directly to their audiences. There is a strong ethos within museums to widen public access to collections via the ever-growing digital provision of collections data. Over the past decade, the number of online museum collections, and the number of online visitors using those collections, has increased significantly. These changes have posed challenges for museum professionals and academics alike, seeking to understand how digital museum resources feature in the information seeking practices of their online visitors.

    There are now vast amounts of digital museum resources available to support scholarship. These resources are changing the ways researchers work, offering convenient quick access to a wide selection of materials, particularly with regard to cultural heritage content. However, finding information in museums, as well as libraries and archives (memory institutions), is not an easy task. Collections database information systems can be overwhelming and daunting to many users. Designing intuitive systems that meet researchers’ needs requires a thorough understanding of the information-seeking behaviour of collection database users. A proper understanding of how museum visitors use digital museum resources is critical for the success of museums in the information age. As museums cope with the challenges of ‘being digital’ (Hamma, 2004), meeting the information needs of online visitors has become an important part of the museum's role (Marty, 2004) and it is now critical for researchers and museum professionals to explore the use of museum digital resources, in-house and online (Booth, 1999; Sarraf, 1999).

    The British Museum has a commitment to expanding virtual and physical access to its collections, utilizing different mediums to open up the museum collections to a wider, more diverse audience. In October 2007, it launched an online version of its collections database, British Museum Collection Database Online (COL2). By the end of 2009, nearly two million records from the museum collections had been made available to the public worldwide. Despite recent technical advances in collections access and interpretation, very little is known about whether and how this material is used, or if it makes possible new kinds of engagement with museum objects.

  • 9 - Using ICT methods and tools in arts and humanities research

  • from Part 3 - Enhancing the future impact and value of digital collections
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 123-134

  • Summary

    Introduction: centralized support for arts and humanities digital scholarship in the UK

    In the last two decades, digital resources for the arts and humanities have been developed via a number of initiatives and funding streams, primarily from organizations including JISC, the NEH (National Endowment for the Humanities), the Mellon Foundation, and other national and international initiatives. In the UK, the Arts and Humanities Research Council (AHRC), and its predecessor, the AHRB (Arts and Humanities Research Board) contributed greatly to the expansion in the production and exploitation of digital resources for arts and humanities research, primarily through the Resource Enhancement Scheme, which funded the development of a large number of digital resources during its existence, from 2000 to 2007.

    It has recently been estimated that up to 50% of projects funded by the AHRC have some sort of digital output (AHRC, 2007). Thanks to strategic and responsive-mode funding opportunities for digitization, and uptake of these initiatives by libraries, archives and higher education institutions, there is now a critical mass of digital material produced by, and available to, arts and humanities researchers. Given that the source materials for arts and humanities scholarship are varied and complex, their digital surrogates are highly multimedia (Hughes, 2004). This massive expansion of digital resources is comparable, in its complexity if not its volume, to the ‘data deluge’ experienced by the ‘hard’ sciences in the same period (Hey and Trefethen, 2005) and has led to an increased adoption of digital scholarship in arts and humanities research and teaching. Digital resources have enabled transformative research projects in the humanities; one of the most significant medieval discoveries of recent years has been the identification of Chaucer's scribe – Adam Pinkhurst, about whom we now know a great deal – by Lynne Mooney of the University of York. This discovery would have been impossible without access to highquality digital images of manuscripts, which made it possible for Mooney to identify individual hands that worked on different manuscripts (Mooney, 2006). Examples of similar remarkable research using digital collections were the basis of the ACLS report, Our Cultural Commonwealth: the report of the American Council of Learned Societies Commission on cyberinfrastructure for the humanities and social sciences, which encouraged the academic community to seize the opportunities of digital collections and integrated research infrastructures for academic research.

  • 58 - Buzz groups

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 158-159

  • Summary

    Buzz groups can be an effective alternative to brainstorming as a way of involving learners and breaking up a lecture. Set a topic for discussion and ask the learners to discuss it with the person next to them. After a few moments they should in turn discuss it with the pair sitting in front or behind them, and so on. Stop when you judge it practical to do so (usually when the group size reaches eight), and ask for feedback from the groups that have formed.

    Topics that you could try this with might include:

  • • Evaluating particular types of information – give the groups a type of information source to look at (say an academic article) and discuss their strengths and weaknesses.

  • • Creating lists of keywords for a search.

  • • Pulling together a number of things that have caused problems in their information searching. You can then take these and work with them over the rest of the session.

    • ✓ BEST FOR

  • • tiered lecture theatres, as people can turn around and talk to those above them in the tier

  • • sharing experiences and opinions

  • • getting contributions from all group members.

    • + MORE

  • • Ask the pairs to write down their thoughts and then pass them to another pair for discussion and comment. They add their comments to the paper and it is passed on to another group.

  • • Ask learners to come up with three things that drive them mad about the library or three things that have frustrated them about finding information. They will need to restrict the list to three items in order to negotiate with the other pairs when they combine, but this can give you some really useful information about your services or about the knowledge level of your learners.

    • : WATCH OUT

  • • It can be easy for the groups to lose focus as they join up, especially if they are not familiar with one another – they will need to introduce themselves and/or overcome any shyness about sharing before they can start work each time. There is also likely to be a lot of repetition when groups join together. Set clear instructions on how the buzz groups should work and impose quite tight time constraints on each element.

  • 68 - Future scenarios

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 182-183

  • Summary

    The use of scenarios in teaching, through case studies, for example, is common. This activity involves using scenarios from the future, and imagining worlds that may or may never exist. This technique is based on scenario planning, a method used by many businesses and organizations to plan for unexpected events. However, as full scenario planning is a complex and time-consuming process, this activity simply borrows some of the imaginative methods used. See example 68.1.

    A day in the life

    This activity involves learners imagining a future world where a particular situation that you would like to explore exists. A world 20 years from now is a good margin as it allows enough time for the world to be significantly different from our own. Examples that could be interesting to explore for information skills teaching include: a world where google controls all channels of communication or where there are no copyright restrictions.

    Describe the world to your learners, being as creative and engaging as you can. Instead of simply describing the future world, talk as if you already live there. you could use music, images and newspaper headlines to help you make the world real. Try to talk generally about the world, as your learners will be asked to flesh out the details in their activity.

    Ask your learners to imagine a day in the life of a particular character, such as a student or an academic. get your learners to draw out details for this character and imagine how they live (for example, what do they wear? How do they travel? Which technologies are used? What are the popular interests?). Ask your learners to be as imaginative as they like and draw pictures. As well as general questions about your character's life, you will need to provide focused questions for the particular issue you wish them to consider – for example, how are libraries used (do libraries even exist?)? How do people access information?

    ✓ BEST FOR

  • • exploring the implications of a trend (such as copyright, plagiarism or reliance on Google) and developing critical thinking, thus drawing out a debate

  • • engaging learners.

    • + MORE

  • • If you have more time, ask the learners to frame their own future scenarios, rather than working with a framework which you have set.

A Guide to Teaching Information Literacy
  • 101 Tips
  • Helen Blanchett, Chris Powis, Jo Webb
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011
  • The role of the librarian increasingly involves delivering information literacy using a range of teaching methods, from delivering induction sessions to informal one-to-one support on a day-to-day basis. Although this is increasingly recognized, many practitioners do not have teaching qualifications and are often left to fulfil a role for which they feel ill-equipped. Even when they do have teaching qualifications, these are often gained from mainstream courses that do not always adequately address the delivery of information literacy. This book is a much-needed sourcebook to support library staff in the delivery of information literacy teaching, by providing practical guidance on tried and tested ideas and techniques for sessions. Full of hints and tips grounded in learning theory, it is a practical reference tool designed to be dipped into as needed when planning teaching and training. Where applicable the activities are mapped to models of information literacy, with guidance on adapting ideas for different levels and contexts. Advice is given on activities in the following areas such as: designing sessions; preparing sessions; delivering sessions; different types of sessions; teaching by topic; creating teaching / support materials; assessing learning; evaluating teaching sessions; and, e-learning. This easy-to-use book is an invaluable source of inspiration for any librarian involved in teaching information literacy, whether they are new to teaching or experienced but in search of fresh ideas.

  • 89 - Self-guided tours

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 228-229

  • Summary

    The tour has long been a staple of any induction process. When groups are small, the personal tour given by a knowledgeable guide to buildings and services can still be the most effective method. However, where time is short or where groups are too big, a self-guided tour is a reasonable alternative. This requires good planning and co-ordination. The best self-guided tours are flexible enough for learners to choose their own routes. Self-guided tours can be via written guides or maps, using static displays at points around a building, in the form of audio guides, entirely delivered online using graphics, pictures or film, or a combination of all of the above. However they are delivered, they should:

  • • Allow for multiple start and finish points. If a learner has not completed the tour in one go they should be able to rejoin later without having to start from scratch.

  • • Keep any information to short, focused inputs. The power of the more conversational personal tours is in the anecdotes and contextualization that the tour guide can include – self-guided tours can still do this but it is harder to gauge reaction so keep them to a minimum.

  • • If you are using technology then ensure that the technical standards are high. You will be compared with examples from outside your organization (such as museums). If you do not have access to a media department or internal expertise, plus time to work on the technology, then think carefully about proceeding. Amateur videos may look endearing for a minute but their charms will fade very quickly.

  • • Take the tour yourself – how long does it take, are the instructions clear, does it cover all of things that you actually see?

  • • Introduce the rationale for the tour and include how long it will take in the introduction. Learners can often see it as being second best compared with a personal tour so a clear rationale is important to convincing them to invest their time.

  • • Be careful in using old tours – things can change very quickly and your format should be flexible enough to allow speedy inserts.

    • ✓ BEST FOR

  • • large groups.

  • A

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 1-34

  • Summary

    ACCOUNTANCY

    Typical questions

  • • Where can I get access to the latest Accounting Standards?

  • • Are GAAP and Accounting Standards the same?

  • • Which chartered accountancy firms employ trainees?

    • Points to consider

  • • Accountancy courses often use specialist terminology which can be difficult to understand. Good starting-points are the websites of the main professional bodies, which have introductory guides. Particularly recommended is that of the Institute of Chartered Accountants in England and Wales (ICAEW).

  • • Another frequently requested resource is Accounting Standards. Again, guides can be found on the websites of the main professional bodies. Remember to check dates and jurisdiction.

  • • Students seeking journal articles may also find it useful to consult the resources listed in the Economics and Business Studies sections.

    • Where to look

    Key organizations

    Association of Certified & Corporate Accountants (ACCA)

    uk.accaglobal.com

    Leading organization which offers the Certified Accounting Technician qualification. Website has large selection of resources for students, including syllabuses, sample exam papers and study guides.

    Institute of Chartered Accountants in England and Wales (ICAEW)

    www.icaew.com

    Website includes advice for students on careers and qualifications in accountancy. Also available are news stories, job listings and discussion forums. Free access to the ICAEW Directory of Firms, listing over 20,000 accountancy offices worldwide, www.icaewfirms.co.uk.

    Institute of Chartered Accountants of Scotland

    www.icas.org.uk/icas

    International Federation of Accountants

    www.ifac.org

    Global organization for the accountancy profession. Membership list has links to websites of main national bodies.

    Libraries

    Institute of Chartered Accountants in England and Wales (ICAEW)

    Library

    www.icaew.com/en/Library

    Specialist library with the world's largest collection of historic accounting and finance books (covering 1494 to 1914), plus extensive holdings of current books and journals. Website offers free access to excellent guides on the structure of the accounting profession and how to find specific types of accounting information.

    Accounting standards

    Generally Accepted Accounting Principles (GAAP)

    A term used to refer to the standard framework of guidelines for financial accounting used in any given jurisdiction. GAAP includes the standards, conventions and rules accountants follow in recording and summarizing transactions and in the preparation of financial statements.

Page 209 of 293