# data[].attributes.attachment_link.title
Data management | Helping MIT faculty and researchers manage, store, and share data they produce

# data[].attributes.attachment_link.description
We help MIT faculty and researchers manage, store, and share data they produce. Learn more about MIT's commitment to research data management from the MIT Research Data Principles. Make a plan Why manage your data? Write a data management plan Other guides to data management Meet funder requirements Store your data Organize your files Back [...]

# data[].attributes.attachment_link.description
File naming and folder hierarchy Keeping track of research data and documentation is critical. Strategies include: Spend time planning out both folder hierarchy and file naming conventions in the beginning of a project. Consider how you or others will look for and access files at a later date.

# data[].attributes.attachment_link.description
File naming and folder hierarchy Keeping track of research data and documentation is critical. Strategies include: Spend time planning out both folder hierarchy and file naming conventions in the beginning of a project. Consider how you or others will look for and access files at a later date.

# data[].attributes.attachment_link.readable_text
Time for our third move: good fact-checkers read "laterally," across many connected sites instead of digging deep into the site at hand.

When you start to read a book, a journal article, or a physical newspaper in the "real world," you already know quite a bit about your source. You've subscribed to the newspaper, or picked it up from a newsstand because you've heard of it. You've ordered the book from Amazon or purchased it from a local bookstore because it was a book you were interested in reading. You've chosen a journal article either because of the quality of the journal article or because someone whose expertise and background you know cited it. In other words, when you get to the document you need to evaluate, the process of getting there has already given you some initial bearings.

Compared to these intellectual journeys, web reading is a bit more like teleportation. Even after following a source upstream, you arrive at a page, site, and author that are often all unknown to you. How do you analyze the author's qualifications or the trustworthiness of the site?

Researchers have found that most people go about this the wrong way. When confronted with a new site, they poke around the site and try to find out what the site says about itself by going to the "about page," clicking around in onsite author biographies, or scrolling up and down the page. This is a faulty strategy for two reasons. First, if the site is untrustworthy, then what the site says about itself is most likely untrustworthy, as well. And, even if the site is generally trustworthy, it is inclined to paint the most favorable picture of its expertise and credibility possible.

The solution to this is, in the words of Sam Wineburg's Stanford research team, to "read laterally." Lateral readers don't spend time on the page or site until they've first gotten their bearings by looking at what other sites and resources say about the source at which they are looking.

For example, when presented with a new site that needs to be evaluated, professional fact-checkers don't spend much time on the site itself. Instead they get off the page and see what other authoritative sources have said about the site. They open up many tabs in their browser, piecing together different bits of information from across the web to get a better picture of the site they're investigating. Many of the questions they ask are the same as the vertical readers scrolling up and down the pages of the source they are evaluating. But unlike those readers, they realize that the truth is more likely to be found in the network of links to (and commentaries about) the site than in the site itself.

Only when they've gotten their bearings from the rest of the network do they re-engage with the content. Lateral readers gain a better understanding as to whether to trust the facts and analysis presented to them.

You can tell lateral readers at work: they have multiple tabs open and they perform web searches on the author of the piece and the ownership of the site. They also look at pages linking to the site, not just pages coming from it.

Lateral reading helps the reader understand both the perspective from which the site's analyses come and if the site has an editorial process or expert reputation that would allow one to accept the truth of a site's facts.

We're going to deal with the latter issue of factual reliability, while noting that lateral reading is just as important for the first issue.

# data[].attributes.attachment_link.description
Time for our third move: good fact-checkers read "laterally," across many connected sites instead of digging deep into the site at hand. When you start to read a book, a journal article, or a physical newspaper in the "real world," you already know quite a bit about your source.

# data[].attributes.attachment_link.readable_text
Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

19 April to 21 May 2021 The
Poly Libraries welcome you aboard! Together as a BIG Poly family, we bring to you our inaugural flagship event on Digital Life @ Polys TM to champion digital and media literacy. Join our power-packed activities to stay ahead in your studies!

Power Up your learning!

"Hi! I am Mike and I'm with my learning buddy, AL. Together, we are the Poly Libraries' ambassadors of Digital Life @ Polys TM "

Get to Know Us

Top Notch Spaces

Discover the spaces at Poly Libraries - Cater to all your needs.

Personalised Services

Come discover the Poly Services to support your learning.

Virtual Tour

Bringing to you a virtual tour of the Poly Libraries. Watch the recorded sessions of our Live Tour!

Digital & Media Literacy

Skills to construct search strategy, find the right tools, evaluate, use appropriate information, manage and share information.

WELLNESS

Positive Well-Being in Cyber Space
Learn the tips to maintain a positive digital identity, footprints, communication and protect oneself against digital threats.

Stay optimistic and practice positivity to help keep your worries and stress at bay. We have put together some curated resources to uplift your spirits.

RESOURCES

Find Relevant Resources

The library has print, electronic and multimedia resources to meet your personal and academic needs.

Books & more...

Need more materials?

Need help in searching?

Databases

Articles, e-Books, Videos for your projects/assignments

See more recommended resources

Need even more resources?

How to Use the Databases?

Need help in using the databases?
Watched the following recorded videos!

We are here to help. Chat with our librarians from 17 to 21 May between 1.00pm to 3.00pm.

PLAGIARISM & COPYRIGHT

Academic Honesty

What must I do to ensure I do not get accused of plagiarising or infringing copyright or be accused of dishonesty?

Plagiarism
Wrongfully taking credit for someone else's work and "stealing" the contents of their assignment or creative work is the same thing - it doesn't belong to you. And your might get zero marks!

Copyright
Copyright matters! Avoid infringing copyright when you work on your assignments and projects.

SKILLS+

Ready to power up your skills?

Want to stay ahead in your study and career? Attend the virtual talks on 21st century skills!

(Recorded sessions will be available to view on-demand after the live session)

Let's have some Fun!

# data[].attributes.attachment_link.description
Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. 19 April to 21 May 2021 The Poly Libraries welcome you aboard!

# data[].attributes.attachment_link.readable_text
Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

19 April to 21 May 2021 The
Poly Libraries welcome you aboard! Together as a BIG Poly family, we bring to you our inaugural flagship event on Digital Life @ Polys TM to champion digital and media literacy. Join our power-packed activities to stay ahead in your studies!

Power Up your learning!

"Hi! I am Mike and I'm with my learning buddy, AL. Together, we are the Poly Libraries' ambassadors of Digital Life @ Polys TM "

Get to Know Us

Top Notch Spaces

Discover the spaces at Poly Libraries - Cater to all your needs.

Personalised Services

Come discover the Poly Services to support your learning.

Virtual Tour

Bringing to you a virtual tour of the Poly Libraries. Watch the recorded sessions of our Live Tour!

Digital & Media Literacy

Skills to construct search strategy, find the right tools, evaluate, use appropriate information, manage and share information.

WELLNESS

Positive Well-Being in Cyber Space
Learn the tips to maintain a positive digital identity, footprints, communication and protect oneself against digital threats.

Stay optimistic and practice positivity to help keep your worries and stress at bay. We have put together some curated resources to uplift your spirits.

RESOURCES

Find Relevant Resources

The library has print, electronic and multimedia resources to meet your personal and academic needs.

Books & more...

Need more materials?

Need help in searching?

Databases

Articles, e-Books, Videos for your projects/assignments

See more recommended resources

Need even more resources?

How to Use the Databases?

Need help in using the databases?
Watched the following recorded videos!

We are here to help. Chat with our librarians from 17 to 21 May between 1.00pm to 3.00pm.

PLAGIARISM & COPYRIGHT

Academic Honesty

What must I do to ensure I do not get accused of plagiarising or infringing copyright or be accused of dishonesty?

Plagiarism
Wrongfully taking credit for someone else's work and "stealing" the contents of their assignment or creative work is the same thing - it doesn't belong to you. And your might get zero marks!

Copyright
Copyright matters! Avoid infringing copyright when you work on your assignments and projects.

SKILLS+

Ready to power up your skills?

Want to stay ahead in your study and career? Attend the virtual talks on 21st century skills!

(Recorded sessions will be available to view on-demand after the live session)

Let's have some Fun!

# data[].attributes.attachment_link.description
Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. 19 April to 21 May 2021 The Poly Libraries welcome you aboard!

# data[].attributes.attachment_link.readable_text
Avec la volonté de faire évoluer positivement la profession des enseignants documentalistes, dans sa mission pédagogique liée au domaine d'enseignement de l'information-documentation, la FADBEN propose de contribuer activement à la construction d'un curriculum en information-documentation.

Lors des Assises nationales " Éducation à l'information et à la documentation ", en 2003, Jean-Louis Charbonnier, alors formateur en IUFM, est revenu sur la définition historique du " curriculum ", " programme d'étude ou de formation organisé dans le cadre d'une institution d'enseignement ou, plus précisément, ensemble cohérent de contenus et de situations d'apprentissage mis en œuvre dans une progression déterminée ", d'après le Dictionnaire encyclopédique de l'éducation et de la formation (Nathan, 1998). Il s'agissait alors de soutenir la nécessité d'une prescription curriculaire, à partir d'objets d'apprentissage en information-documentation reconnus, ainsi que d'une pratique pédagogique réelle, à la fois prescrite dans la circulaire de missions de 1986 et mise en œuvre à travers l'ensemble des dispositifs pédagogiques développés par l'institution, tels que l'éducation aux médias, les TPE et les IDD.

Depuis 2003, les réflexions autour du curriculum en information-documentation ont été poursuivies. Une nouvelle étape essentielle a été franchie en 2010, quand le GRCDI, Groupe de recherche sur la didactique et la culture de l'information, a présenté une synthèse de ses travaux, menés pendant quatre ans, qui met en exergue des " perspectives pour le curriculum : douze propositions servant de cadre à la réflexion sur l'élaboration du curriculum ". La synthèse du GRCDI permet de mesurer l'évolution des enjeux liés à l'enseignement de l'information-documentation. En effet, les professeurs documentalistes, concernés au premier chef, sont d'abord attachés à " une initiation et une formation des élèves à la recherche documentaire ", selon leur circulaire de mission de 1986, puis à une participation active à l'éducation aux médias, en particulier quand elle touche le journalisme. Ces deux aspects sont largement dépassés, sans être exclus, loin s'en faut, avec le développement des technologies numériques et des nouveaux moyens d'accès à l'information et de communication. D'une maîtrise de l'information, on passe au développement d'une culture de l'information, de la documentation et des médias, dans un champ plus large qui intègre ces évolutions. La définition concrète des " savoirs scolaires en information-documentation ", proposée en 2007 dans la revue de la FADBEN, Mediadoc, va dans ce sens, avec une mise à jour continue à travers l'espace collaboratif du Wikinotions Info-Doc. Dans un élan de la profession pour le travail pédagogique de projet et de collaboration avec d'autres enseignants, le principe d'un curriculum en information-documentation n'en devient que plus pertinent. Et les propositions formulées par le GRCDI permettent de tracer le chemin vers ce curriculum, sur des bases sérieuses et solides.

Au-delà de l'information-documentation, le curriculum prend de l'importance au regard des réflexions internationales, l'UNESCO le redéfinissant en septembre 2014 comme " le résultat d'un processus visant à définir les connaissances indispensables, les compétences essentielles et les valeurs les plus importantes que l'école doit privilégier, ainsi que les apprentissages qu'il est fondamental d'acquérir pour que les nouvelles générations soient préparées à vivre dans la société que l'on cherche à construire ". Dans leur réflexion sur la formalisation de ce curriculum, les auteurs insistent sur le développement contemporain des technologies numériques.

Selon nous, à partir de ces remarques préalables, le curriculum en information-documentation est une partie importante d'un curriculum global à définir. Il convient de dépasser la structure disciplinaire existante pour considérer les acteurs spécifiques à la mise en œuvre des apprentissages, ainsi que les complémentarités ou collaborations qui se font jour à partir d'une définition claire des enjeux et des savoirs qui y correspondent. En France, le principe du curriculum est mis en valeur par le Conseil supérieur des programmes (CSP), dans le cadre d'une réforme de l'école et des programmes. Le premier acte en a été la charte des programmes, publiée en avril 2014. Le second, la définition d'un nouveau Socle commun de connaissances, de compétences et de culture, engagée en juin 2014. En espérant que ce ne soit pas là " les opinions et les idées des secteurs sociaux et des groupes d'intérêt les plus organisés et dotés des plus grandes capacités de pression qui l'emportent ", risque majeur signalé par l'UNESCO, on peut croire que la réflexion construite de chaque domaine pédagogique du curriculum, dans une élaboration conjointe, soit une voie vertueuse et satisfaisante pour concrétiser ce travail dans les années à venir.

La nécessité pour les élèves d'acquérir une culture de l'information semble aujourd'hui bien admise. Depuis de nombreuses années, les professeurs documentalistes œuvrent en ce sens, dans l'attente d'un cadrage institutionnel clair. Ils sont formés pour assurer des apprentissages info-documentaires développés à partir des Sciences de l'information et de la communication (SIC). Ils sont évalués dans ce domaine, sans pourtant bénéficier des apports théoriques d'une inspection qui leur serait spécifique. Ces apprentissages, qui relèvent de l'information, des médias et du numérique, participent au développement de cette culture de l'information chez les élèves.

Enseignant parmi les enseignants, le professeur documentaliste n'en est pas moins actuellement, dans l'équipe pédagogique d'un collège ou d'un lycée, un enseignant différent des autres. Les savoirs qu'il doit transmettre aux élèves, selon des méthodes pédagogiques variées, ne sont pas inscrits dans des " programmes ". Il ne voit pas les élèves selon un rythme hebdomadaire régulier. Il n'a pas d'emploi du temps fixe, institué à l'année, avec les classes. Pour dépasser ces obstacles, une piste sérieuse consiste en la construction d'un curriculum en information-documentation, qui peut être articulé avec l'éducation aux médias et à l'information (EMI) mise en place au collège, avec une réflexion nouvelle sur les modalités de ces apprentissages, pour les élèves.

Cette construction s'appuie sur les douze propositions énoncées par le GRCDI. La fondation du curriculum en information-documentation nécessite de préciser le contexte et les pistes de travail afin d'avancer dans la définition du curriculum (chapitre 1), avec un recensement des références et ressources constitutives du curriculum, pour un curriculum " augmenté " (chapitre 2). Ces éléments présentés permettront de donner un avis éclairé sur les trois littératies informatique, médiatique et informationnelle, afin de cerner le rôle de l'information-documentation, ainsi que les complémentarités à questionner par la suite (chapitre 3). De même, dans un souci d'ouverture également constitutif du curriculum, il paraît primordial d'observer les pratiques existantes, en particulier celles des enseignants documentalistes, en regard des recherches et observations relatives au développement psychologique et cognitif des élèves (chapitre 4).

Afin d'améliorer l'existant et de cerner les bases de collaborations riches et de complémentarités nécessaires, nous proposons une lecture critique des programmes définis en 2008, à l'école maternelle et à l'école élémentaire (chapitre 5), au collège (chapitre 6) et au lycée (chapitre 7). Il s'agit là de relever les éléments spécifiques à l'information-documentation dans ces textes, mais surtout de cerner les enjeux de l'inscription d'un enseignement spécifique dans une logique d'apprentissages construits.

A partir de ces éléments, nous serons en mesure de présenter une programmation, à partir des notions essentielles de l'information-documentation en collège (chapitre 8) et en lycée (chapitre 9), avec des considérations avancées sur les moyens d'une organisation de ces apprentissages dans l'enseignement secondaire (chapitre 10) et de leur évaluation (chapitre 11).

Publié à la fin de l'année 2014, ce travail fait l'objet d'une édition revue et corrigée à la fin de l'année 2015, afin de prendre en considération les réflexions nouvelles, en particulier dans les Sciences de l'information et de la communication, mais aussi les réflexions et pratiques professionnelles.

1RE PARTIE
les bases de réflexion pour la construction du curriculum.

Nous nous proposons pour débuter de faire le point sur le contexte dans lequel prend forme la réflexion sur le curriculum, au sujet de " l'information-documentation " et de " l'éducation aux médias et à l'information " (EMI). En effet, la construction d'un curriculum dépend étroitement des priorités et perspectives du Ministère de l'Éducation nationale, mais également des évolutions des travaux scientifiques associées aux contenus spécifiques concernés par le curriculum. Le cadre de réflexion ne peut, et surtout ne doit pas exclure ces éléments essentiels qui posent la légitimité et l'évolution d'un tel chantier bénéfique aux élèves. En regard des travaux scientifiques et avec le recul nécessaire, très riche, lié aux apports des sciences associées au développement psychologique et cognitif des élèves, une observation statistique des pratiques des professeurs documentalistes complète les bases d'une réflexion sur la construction du curriculum en information-documentation.

CHAPITRE 4 Publication initiale dans le Médiadoc n°12 de juin 2014
Penser les niveaux scolaires et cognitifs des élèves

2E PARTIE
L'état des lieux de l'information-documentation dans les programmes.

Dans la construction d'un curriculum en information-documentation, on ne part pas de zéro. Les pratiques pédagogiques sont développées à partir de programmes qu'il convient d'analyser, afin d'en voir les intérêts et les limites pour pouvoir proposer des améliorations, relatives à la mise en exergue d'une progression dans l'enseignement spécifique de l'information-documentation. Le travail de distribution des notions, dans le secondaire, à partir de l'expérience des professeurs documentalistes et des réflexions relatives au développement psychologique et cognitif des enfants, permet de mieux réfléchir aux liens à consolider entre les notions ciblées et les apprentissages de l'école primaire.

CHAPITRE 7
Enseignement de l'information-documentation - Lecture critique des programmes du lycée

3E PARTIE
Des enjeux à la programmation et à l'organisation des apprentissages.

Les analyses précédentes portent sur les ressources professionnelles, sur les questions sémantiques et pédagogiques, sur les pratiques et théories relatives à l'information-documentation et au développement cognitif de l'élève, et sur les cadres théoriques actuels de l'Éducation nationale. Elles permettent de proposer une trame programmatique, étape primordiale dans la mise en place d'un curriculum.

Cette proposition précède des considérations indispensables sur l'évaluation de ces apprentissages et sur leur organisation concrète, avec le souci d'éléments qui prennent sens dans la continuité des réflexions proposées.

CHAPITRE 11
L'organisation d'un enseignement de l'information-documentation

# data[].attributes.attachment_link.description
Avec la volonté de faire évoluer positivement la profession des enseignants documentalistes, dans sa mission pédagogique liée au domaine d'enseignement de l'information-documentation, la FADBEN propose de contribuer activement à la construction d'un curriculum en information-documentation.

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.readable_text
To determine whether a source is a magazine, a trade journal or a scholarly journal, you will usually need to have the item in hand. Identifying scholarly journals by title is very tricky. Not all scholarly journals have the word journal in the title and sometimes the word journal is used in titles of non-scholarly sources. When you have the item in hand, go over the table below and see which description most closely matches your item.

Magazines, journals and newspapers are all referred to as periodicals or serials.

# data[].attributes.attachment_link.title
UofL Libraries: Differences between Magazines and Journals: Home

# data[].attributes.attachment_link.description
To determine whether a source is a magazine, a trade journal or a scholarly journal, you will usually need to have the item in hand. Identifying scholarly journals by title is very tricky. Not all scholarly journals have the word journal in the title and sometimes the word journal is used in titles of non-scholarly sources.

# data[].attributes.attachment_link.title
UofL Libraries: How to Read Citations: Home

# data[].attributes.attachment_link.description
UofL Libraries: How to Read Citations: Home

# data[].attributes.attachment_link.title
UofL Libraries: How to Cite Sources: Home

# data[].attributes.attachment_link.description
UofL Libraries: How to Cite Sources: Home

# data[].attributes.attachment_link.readable_text
Source: https://www.dataone.org/education-modules

Learn More about the Data Life Cycle and Data Management with Education Modules developed by Data One: https://www.dataone.org/resources

# data[].attributes.attachment_link.description
Source: https://www.dataone.org/education-modules Learn More about the Data Life Cycle and Data Management with Education Modules developed by Data One: https://www.dataone.org/resources

# data[].attributes.attachment_link.description
Examples of how to cite different material formats in MLA or APA style.

# data[].attributes.attachment_link.description
Super-fast tutorials to get you on the right track with research

# data[].attributes.attachment_link.description
Instructions on how to use ARTstor to find images.

# data[].attributes.attachment_link.title
UofL Libraries: Finding Statistics & Data: Home

# data[].attributes.attachment_link.description
Tips on finding statistics and data via Statista, Inter-University of Political & Social Research, or through Google.

# data[].attributes.attachment_link.title
UofL Libraries: Finding Secondary and Scholarly Sources: Home

# data[].attributes.attachment_link.description
Guide to help students find secondary resources for research papers.

# data[].attributes.attachment_link.title
UofL Libraries: Finding Primary Sources: Home

# data[].attributes.attachment_link.description
Guide to how to find primary resource material by library catalog, databases, or archival site.

# data[].attributes.attachment_link.description
Practice “lateral reading,” a strategy used by professional fact-checkers to investigate the reliability of online sources.

# data[].attributes.attachment_link.readable_text
People across the world are witnessing a dramatic increase in access to information and communication. While some people are starved for information, others are flooded with print, broadcast and digital content. Media and Information Literacy (MIL) provides answers to the questions that we all ask ourselves at some point. How can we access, search, critically assess, use and contribute content wisely, both online and offline? What are our rights online and offline? What are the ethical issues surrounding the access and use of information? How can we engage with media and ICTs to promote equality, intercultural and interreligious dialogue, peace, freedom of expression and access to information?

Through capacity-building resources, such as curricula development, policy guidelines and articulation, and assessment framework, UNESCO supports the development of MIL competencies among people. Free and open online courses are available for self-paced learning about MIL. Through media and information technologies, the Organisation facilitates networking and research through the Global Alliance for Partnerships on MIL (GAPMIL) and MIL University Network. The recently-launched MIL CLICKS social media initiative is also part of UNESCO's strategy to enable media and information literate societies.

# data[].attributes.attachment_link.description
People across the world are witnessing a dramatic increase in access to information and communication. While some people are starved for information, others are flooded with print, broadcast and digital content. Media and Information Literacy (MIL) provides answers to the questions that we all ask ourselves at some point.

# data[].attributes.attachment_link.readable_text
MIL CLICKS Rationale

Social media is a powerful tool to help people develop better media and information literacy. Many people are using social media to access information and media. This is especially so for youth who spend much time on different networks. Therefore, social media can be used to train people, in their normal social context, to be more MIL competent. Social media can also deliver compelling information to raise awareness about the importance of media and information literacy to all levels of society.

The MIL CLICKS framework takes a collaborative approach between the Global Alliance for Partnerships on Media and Information Literacy (GAPMIL), current partner organizations, future partner organizations and other MIL community actors.

In addition to MIL competency training and awareness raising, MIL CLICKS will strive to increase likelihood of the media reporting about MIL, engage with donors for MIL education, introduce new public policy promoting MIL and grow the number of partner organizations that are part of the movement for online literacy.

MIL CLICKS targets policymakers, MIL experts, teachers without MIL expertise, development agencies, private sector organizations and general public.

MIL CLICKS social media initiative is carried out globally and hence in multiple languages. The current available language versions are English, Portuguese and Serbian.

VIDEO PRESENTATION

English Arabic

UNESCO invites you to label your online/offline space as a "MIL CLICKS Space" by displaying the MIL CLICKS Space logo on your website/mobile application, in your classroom/meeting room/office, or in other forms of spaces. In so doing, you agree to:

1. Promote Media and Information Literacy (MIL) in your space

2. In addition to make your space a space for: critical thinking & creativity, literacy, intercultural dialogue, citizenship, knowledge and sustainability (CLICKS);

The logo is available for downloading in two formats: * PNG * PDF

2021 Communication & Information Sector (CI) - All rights reserved.

# data[].attributes.attachment_link.description
MIL CLICKS Rationale Social media is a powerful tool to help people develop better media and information literacy. Many people are using social media to access information and media. This is especially so for youth who spend much time on different networks.

# data[].attributes.attachment_link.description
Influencing MIL debates, policy and practice in the UK

# data[].attributes.attachment_link.embed_code
Home Page

# data[].attributes.attachment_link.title
Media and Information Literacy Curriculum for Teachers | United Nations Educational, Scientific and Cultural Organization

# data[].attributes.attachment_link.description
UNESCO has left no stone unturned in ensuring that a systematic and comprehensive approach be employed in the preparation of this MIL Curriculum for Teachers. The process included drafting, reviewing and validating by experts from a wide range of domains such as media, information, ICTs, education, and curriculum development.

# data[].attributes.attachment_link.readable_text
MIL Curriculum for Teachers

Teachers are the gateway to literate societies. Therefore, this model Media and Information Literacy (MIL) Curriculum for Teachers is intended as a tool that will provide educators of all backgrounds with the main competencies (knowledge, skills and attitude) on MIL. It focuses on pedagogical approaches necessary to enable teachers to integrate MIL in their classrooms.

By focusing on teachers, UNESCO hopes to capitalize on the potential multiplier effect. That is, media and information literate teachers should facilitate media and information literacy among their students and, in turn, lead to societies that are media and information literate.

The MIL Curriculum for Teachers is designed as a flexible and comprehensive framework that educators or curriculum developers may adapt to the local context of their countries.

The MIL Curriculum for Teachers is available in English, Arabic, Chinese, French, Greek, Japanese, Mongolian, Portuguese, Russian and Spanish. Translation into other languages such as German and Swedish are underway. Please check our website for updates. If you are interested in partnering with UNESCO to translate the MIL Curriculum into your local language, please contact us.

Actions undertaken in preparing the model MIL Curriculum for Teachers

INTERNATIONAL EXPERT GROUP MEETING TO ADVISE ON THE STRATEGY TO PREPARE THE CURRICULUM

A first international expert group meeting took place from 16 to 18 June 2008 to agree on a framework and design for a model teacher training curriculum on media and information literacy.

Experts in teacher training, curriculum development, media and information literacy from all regions of the world met to advise on the best strategy to develop the MIL curriculum.

As recommended by the experts, the preparation of the curriculum was divided into four distinct yet integrally related components (Core Subjects/Content; Learning Outcomes/Objectives; Competencies; Pedagogical and Assessment Approaches), creating four working groups that prepared the first draft of the curriculum.

SECOND INTERNATIONAL EXPERT GROUP MEETING TO REVIEW THE FIRST DRAFT OF THE CURRICULUM

A second international expert group meeting took place in Paris from 22 to 23 September 2009 to review and make recommendations for the improvement of the draft MIL Curriculum.

The overall purpose of this expert review meeting was to assess the draft modules and learning outcomes prepared by the working groups and to make recommendations for the improvement of the curriculum as a whole.

In order to ensure an independent and objective validation of the draft, a number of experts that had not been involved in the development of the first draft of the curriculum participated in the meeting.

SERIES OF REGIONAL TRAINING OF TRAINER WORKSHOPS AND CONSULTATIONS FOR SOUTHERN AFRICA, LATIN AMERICA AND CARIBBEAN AND SOUTHERN ASIA

Following the second expert group meeting that reviewed the first draft of the MIL Curriculum for Teachers, a series of regional teacher training workshops took place between October and December 2009. These were held in South Africa, Sri Lanka and Jamaica.

Over 70 teacher educators from 45 teacher training institutions participated in the workshops. During the working sessions, the participants discussed and were trained on the role of MIL in education, with an in-depth look at certain modules of the draft curriculum.

These training sessions were also meant to introduce the first draft of the curriculum to educators as well as to request feedback on the relevance of its content. This information was later used in the preparation of the second draft of the curriculum.

# data[].attributes.attachment_link.title
MIL Curriculum for Teachers | United Nations Educational, Scientific and Cultural Organization

# data[].attributes.attachment_link.description
Teachers are the gateway to literate societies. Therefore, this model Media and Information Literacy (MIL) Curriculum for Teachers is intended as a tool that will provide educators of all backgrounds with the main competencies (knowledge, skills and attitude) on MIL.

# data[].attributes.attachment_link.readable_text
In the evolving knowledge societies of today, some people are overloaded with information, others are starved for information. Everywhere, people are yearning to freely express themselves, to actively participate in governance processes and cultural and religious dialogue. Media and information literacy (MIL) provides all citizens with critical competencies to survive in the 21st Century.

Achieving media and information literacy for all will require the formulation of national policies and purpose driven programmes. As part of its overall MIL strategy, UNESCO has published Media and Informational Literacy: Policy and Strategy Guidelines. These guidelines offer a harmonized approach, which in turn enables Member States to articulate more sustained national MIL policies and strategies.

On the basis of this resource UNESCO supports its Member States to adapt these guidelines to local realities through open and inclusive national consultations. The end goal is preparation of national MIL policies and strategies that are integrated with policies, regulations and laws relating to access to information, freedom of expression, cultural and religious freedoms, media, libraries, education, and ICTs.

This resource is part of a comprehensive MIL Toolkit being developed by UNESCO and partners. The full MIL Toolkit will include:

# data[].attributes.attachment_link.title
Developing MIL Policy and Strategy | United Nations Educational, Scientific and Cultural Organization

# data[].attributes.attachment_link.description
In the evolving knowledge societies of today, some people are overloaded with information, others are starved for information. Everywhere, people are yearning to freely express themselves, to actively participate in governance processes and cultural and religious dialogue. Media and information literacy (MIL) provides all citizens with critical competencies to survive in the 21st Century.

# data[].attributes.attachment_link.readable_text
Media and Information Literate Citizens: Think critically, Click Wisely (Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners)
Download: Full document - Summary of the resource
Response to the disinfodemic requires a combination of information, media, and digital competencies, i.e. media and information literacy (MIL). This international event aims to launch a new resource Media and Information Literate Citizens: Think critically, Click Wisely (Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners).
This three-day international event is co-organized by UNESCO and the Republic of Serbia and will take place on 23, 27 and 29 April 2021, including:

1. two high-level television-style discussions (23 April, 15:00 - 16:15 CEST)

2. four international webinars presenting various case studies from MIL experts and practitioners as well other experts (27 and 29 April, 15:00 - 17:00 CEST)

The international event will be hosted by the Republic of Serbia, in the presence of high-level officials. Taking a hybrid format, the event will combine remote and physical participation (local representatives in the country) and moderation from a television studio in Belgrade. International participants will connect via a video conferencing tool.

UNESCO and its partners reinforce people's critical engagement in information for public good and to tackling the rising disinfodemic.
#ThinkBeforeSharing #ThinkBeforeClicking

# data[].attributes.attachment_link.title
Media and Information Literate Citizens: Think Critically, Click Wisely!

# data[].attributes.attachment_link.description
Media and Information Literate Citizens: Think critically, Click Wisely (Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners) Download: Full document - Summary of the resource Response to the disinfodemic requires a combination of information, media, and digital competencies, i.e. media and information literacy (MIL).

# data[].attributes.attachment_link.readable_text
Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

# data[].attributes.attachment_link.description
Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

# data[].attributes.attachment_link.title
Fake News: Topic 1: Identifying Fake News: Introduction

# data[].attributes.attachment_link.description
by Rosemarie BernierLesley Farmer, CSULB

# data[].attributes.attachment_link.readable_text
Visit the archive

We've been conducting work on public misperceptions for several years now. From military facts to personal finances we have a wealth of fascinating data which you can explore here.

# data[].attributes.attachment_link.description
Ipsos are delighted to share the latest findings from Ipsos' Perils of Perception Survey. This global survey looks at the gap between people's perception and the reality across the world and examines why people around the world are so wrong about basic facts about their population.

# data[].attributes.attachment_link.description
Join an activity with your class and find or create your own quizzes and flashcards.

# data[].attributes.attachment_link.description
Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

# data[].attributes.attachment_link.readable_text
Welcome to Columbia University Libraries. Make use of our libraries and services even if you're not associated with Columbia or its affiliate institutions. We'll show you how. Start by determining which library resources and services you're entitled to as a visitor.

# data[].attributes.attachment_link.description
Columbia University Libraries are the heart of the intellectual life at Columbia, and inspire inquiry, advance knowledge, catalyze discovery, and shape an inclusive and vibrant discourse all enabled by the work of the dedicated staff who are the heart of the Libraries.

# data[].attributes.attachment_link.description
Columbia University's Online E-Book project. Sign up for a free trial now!

# data[].attributes.attachment_link.readable_text
About the directory

DOAJ is a unique and extensive index of diverse open access journals from around the world, driven by a growing community, and is committed to ensuring quality content is freely available online for everyone.

DOAJ is committed to keeping its services free of charge, including being indexed, and its data freely available.

→ About DOAJ

→ How to apply

DOAJ is twenty years old in 2023.

Fund our 20th anniversary campaign

Funding

DOAJ is independent. All support is via donations.

Support DOAJ

Publishers don't need to donate to be part of DOAJ.

Librarianship, Scholarly Publishing, Data Management
Fei Yu

Brisbane, Australia (Chinese, English)

Lut Tamam

Adana, Türkiye (Turkish, English)

Humanities, Social Sciences
Natalia Pamuła-Cieślak

Toruń, Poland (Polish, English)

Research Evaluation
Paola Galimberti

Milan, Italy (Italian, German, English)

# data[].attributes.attachment_link.title
Directory of Open Access Journals - DOAJ

# data[].attributes.attachment_link.description
DOAJ is a unique and extensive index of diverse open access journals from around the world, driven by a growing community, committed to ensuring quality content is freely available online for everyone.

# data[].attributes.attachment_link.readable_text
Approved by the Library Board

Acceptable Behavior Policy

While the services and materials of the Marshall Public Library are available to everyone, those activities which interfere with the rights of others to use the Library, or which could result in injury, or which might damage the Library building, materials, or equipment are considered unacceptable.
Unacceptable behavior includes, but is not limited to

any illegal activity

the use of tobacco or alcohol anywhere in the Library

sleeping in the Library

soliciting

misuse, abuse, or vandalism of Library facilities, equipment, materials, or grounds

any form of harassment of Library staff or patrons

bringing animals into the Library, except for service animals or those involved in a Library-sponsored program.

running or rough-housing

shouting or use of vulgar language

failure to be appropriately dressed while in the Library; appropriate dress includes a shirt and shoes.

Violations may result in a range of sanctions, including notification of the police. Any illegal activity will be reported to the proper authorities.

Revised and adopted by the Board of Trustees, February 19th 2019

ACCEPTABLE USE OF INTERNET ACCESS BY PATRONS

The Marshall Public Library provides access to World Wide Web and the Internet for the same reasons the Library offers other resources: to facilitate research, learning, and recreational pursuits of appropriate and requisite quality. Because of the vast amount of material on the Internet and because of the rapid pace with which it changes, the Library cannot review all of the material that is available. Therefore, certain standards of acceptable use are required.Failure to adhere to these standards may result in loss of Internet access privileges; illegal acts will be reported to the proper authorities.Some examples of unacceptable use include, but are not limited to

damaging, attempting to damage, or changing any computer equipment or software setting, including unauthorized installation of any software, pictures, or files; adding "bookmarks" or "favorites;" or changing the default home page;

violating copyright laws or licensing agreements;

except for a parent and child, more than one person using a computer without prior approval;

displaying or accessing sexually explicit materials or gambling;

engaging in any activity which is deliberately and maliciously offensive;

using the Library's computers to gain unauthorized access to any network or computer;

engaging in any illegal activity;

disturbing others;

eating or drinking while at the computer stations.

Use of the adult Internet computers is available to those 18 years of age and older. Those under the age of 18 may use the computers in either the Young Adult or Children's departments as appropriate. Registered users may bring minors with them to the adult Internet computers if they are the minors' parent/guardian; however use of the terminal is restricted to only the adult.
Printing
A printer near the Reference Desk may be used to print material from the Internet. Printing costs ten cents ($0.10) per page for black & white copies.
Scheduling Internet Access
Each person is limited to two sessions of up to one to two hours each day, depending on availability.

Revised by the Library Board March 2017

Bulletin Board Policy

I. PURPOSE:
The Marshall Public Library provides space on its public bulletin board for announcements and notices of local community events and activities. This service is in keeping with the Library's mission to meet the cultural, informational, and recreational needs of the community. The Library adheres to the American Library Association's policy statement, Exhibit Spaces and Bulletin Boards: An Interpretation of the Library Bill of Rights, adopted by the ALA Council in 1991 and amended in 2004.

II. POLICY
A. Some bulletin boards, literature racks and tables are reserved for the exclusive use by the Library to post and distribute materials about Library services and events, information about the Friends of the Library, and governmental entities such as the City of Pocatello, and state and federal agencies.
B. The Marshall Public Library recognizes its role as a source of community information. Because of space limitations, the Library must set limits and priorities for display or distribution of printed materials within the facility. Community information bulletin boards may be used for posting the following types of information:

Announcements of forthcoming or continuing cultural, social, or entertainment activities

Printed material sponsored by a nonprofit organization or agency

All notices must be approved and placed on the bulletin board by a staff member. Staff may discard items not approved for placement and excess copies of any items received. Items will be posted or made available on an equitable basis, subject to available space, regardless of the beliefs or affiliations of the individuals or groups represented.
Items may be refused on the basis of size and available space.
The Library does not assume any responsibility or liability for items submitted for display on the bulletin board. The organization/individual assumes responsibility for any damage incurred.
Items will be removed from the bulletin board by the Library staff as the items become dated or after thirty days. Items on bulletin boards reserved for use by the Library will be displayed as long as is appropriate.
The bulletin board is in a public area through which all ages may pass. Posted materials may not be libelous or obscene as defined by the US Supreme Court, or advocate the violation of criminal laws.
Materials that support or oppose specific political candidates or initiatives may not be posted.
No items devoted solely to the sale, advertising, solicitation or promotion of commercial products or services will be accepted.

Posting of a notice does not imply endorsement by the Marshall Public Library of the viewpoints expressed in the items.

In the event of the Library's decision to display or distribute or not to display or not to distribute any item, one may first appeal the decision to the Library Director in writing. Further appeal may be made to the Library Board of Trustees who will examine it at a regularly scheduled meeting. Written notice of appeal must be submitted at least seven (7) days prior to the meeting.

Adopted by the Library Board May 15th, 2012

CELL PHONE USE POLICY

The Marshall Public Library is aware of the need to stay in touch. However, ringing cell phones and personal phone conversations can be distracting and disturbing to others.

Cell phones, pagers and other communication devices may be used in a manner that does not disturb others. Loud or extended conversations must be moved out of the library.

Cell phones in the library should be set to the silent or vibrate mode, or set to the lowest volume ring tone.

Reviewed by the Board of Trustees May 17th 2011

Collection Development Policy

The Marshall Public Library Collection Development Policy exists to serve as a guide in the selection of materials and to inform the public about the principles upon which selections are made.

Read the entire Collection Development Policy

Revised and Adopted by Library Board, April 2011

Confidentiality of Library Circulation Records

The Board of Library Trustees of the Marshall Public Library believes that efforts to gain access to library circulation records constitute an invasion of the right of privacy of library patrons, and that if permitted, would do damage to the education and social value of the libraries of this country.

These records are considered to be confidential in nature, and shall not be made available to any individual, or to any agency of state, federal, or local government except pursuant to such process, order, or subpoena as may be authorized under the authority of, and pursuant to, federal, state, or local law relating to civil, criminal, or administrative discovery procedures of legislative investigatory power. Procedures expand and modify that policy, but the intent should be kept in mind.

Modifications to strict confidentiality

Electronic Notification System

The electronic notification system calls telephone numbers to notify patrons of materials on hold and overdue materials. Because it calls the number, not the person, and because the message does not identify the library material, we frequently get calls for additional information.

Family members

We have allowed family members to check out materials on hold (but not interlibrary loan materials) for a patron. This does not give the family member access to the circulation records of another.

This is the biggest challenge to confidentiality policy. We expect parents to monitor their child's library use, if they wish, and also require parents to be legally responsible for materials checked out on a child's card, yet our policy is not to reveal information about materials checked out on a child's card, even to a parent, unless--
The parent has the child's card or the barcode from a child's card. If the telephone number can be verified, we will provide information about materials checked out, fines, and other circulation records. However, we do not provide circulation record information when the person who requests the information does not have the required barcode and telephone number. This rule holds even if the parent wants to pay fines for the child.

Approved by the Library Board September 2012

Exhibits and Displays Policy

The Library will provide displays of materials of interest to the community; these are presentations of materials promoting Library services, areas of subject interest, and are often topical in nature. Exhibits of items of public interest are kept in display cases or are otherwise secured; they often are of materials which are not owned by the Library.

The display cases and other presentations areas are available for the use of local beneficial or nonprofit corporations, community groups, civic and other associations, and individuals. Exhibitions of a commercial nature will not be accepted and prices may not be attached to articles displayed.

The Library assumes neither risk nor responsibility, other than that of due care, for any item displayed or exhibited. Those responsible for the display or exhibit will arrange their materials under the general supervision of the Library staff and will furnish whatever specialized display equipment is needed. Those furnishing materials for display or exhibit will sign a form acknowledging this and provide a signed inventory of the materials displayed.

Exceptions to the above may be made, in writing, by the Library Director prior to the presentation.

While the Library's policy on Intellectual Freedom applies to all displays and exhibits, the Library reserves its right to exercise discretion about exhibit topics and materials.

Revised by the Board of Trustees, December 20th, 2011

Interlibrary Loan
PRINCIPLES
Interlibrary Loan is a primary service that supports the mission of the Marshall Public Library by providing enhanced access to library materials and information. The purpose of Interlibrary Loan is to borrow, upon request by a patron, materials not available in the Library, and, by providing material owned by the Library to other libraries, to assist them in meeting their needs.

The Library affirms that Interlibrary Loan is an adjunct to, not a substitute for, the Library's collection. In meeting patron needs, the Library will exhaust its own collection before requesting items on Interlibrary Loan. Items in frequent or recurring demand will be considered for purchase. The Library will not normally seek loans of material that has been published within the last twelve (12) months.

The Library will keep its Interlibrary Loan policy up to date and make it available to users and other libraries upon request.
DEFINITION
Interlibrary loan is a transaction in which Marshall Public Library borrows materials directly from another library on behalf of a patron, or another library borrows materials from the Marshall Public Library on behalf of its patron.
CONDITIONS OF SERVICE
The Marshall Public Library endorses the principles relating to interlibrary loan, including those of the Idaho State Library, the ALA Interlibrary Loan Code, the U.S. Copyright Law and U.S. Commission on New Technological Uses of Copyrighted Works (CONTU) Guidelines, and all federal and state laws governing confidentiality of records
INTERLIBRARY BORROWING

Users

This service is offered to all Pocatello City residents holding a valid library card issued by the Marshall Public Library, or have paid the yearly fee to make this their Home Library. Patrons requesting an Interlibrary Loan assume responsibility for the loan, even if the loan is picked up by someone acting as the requesting patron's agent. (The agent must have the library card used to place the request.) Parents are responsible for all Interlibrary Loans requested by their minor children.

Patrons with existing fines over $3.00 may not request an interlibrary loan until the amount over $3.00 has been paid. Existing overdue items need to be returned or renewed before placing a request.

Types of Materials Borrowed

Interlibrary Loan is an integral element in collection development. The Interlibrary Loan staff will request materials not owned by the library or missing from the library's collection, or materials owned by the library that are in the process of being repaired and are temporarily unavailable. Materials that will not be requested include items owned by the Library (that are non-circulating (for example, Idaho Archives)), temporarily in use or on reserve, and full-text electronic information available to the Library via the Internet or other means.

How to submit a Request

Requests can be submitted online. Paper requests available at the Reference Desk may also be submitted. Requests for photocopies must include indication of compliance with the U.S. Copyright Law. Requests are not taken over the phone.

Turnaround Time

The Marshall Public Library has no control over how long it takes to obtain an Interlibrary Loan and cannot guarantee that materials will arrive by a certain date. Patrons will be notified by telephone, email, or the most expeditious means when their request is ready to be picked up.

The Library will strictly observe any conditions for use of loaned materials that are imposed by a lending library. These may include, but are not limited to, use only in the Library.

Marshall Public Library does not charge patrons for Interlibrary Loan. Lending libraries sometimes charge lending fees and/or postage. Patrons are responsible for all costs from lending libraries.

Marshall public Library (or MPL) is responsible for materials borrowed on behalf of its patrons from the time the material leaves the lending library until it is returned to the lending library. Marshall Public Library (MPL) agrees to pay for overdue charges, damage, or loss of materials borrowed on Interlibrary Loan. Marshall public Library (or MPL) will assess the following penalties.

1. Failure to pick up items requested on Interlibrary Loan will result in a fee of $5.00 per item not picked up.

2. Items borrowed on Interlibrary Loan which are returned after the due date will incur overdue charges equal to those charged by the lending library or twenty-five cents per day per item, whichever is greater.

3. Patrons who fail to return materials borrowed on Interlibrary Loan will be prosecuted under the provisions of Section 33-2620 of the Idaho Statutes.

4. Statistics

The Library will maintain records of transactions in order to inform patrons of the status of their requests, and will report Interlibrary Loan activity as required.
INTERLIBRARY LENDING

User

This service is offered to other libraries that abide by the conditions set forth in Conditions of Service.

The Library endeavors to make available the broadest range of materials for Interlibrary Loan, with the following exceptions.

1. Materials limited by licensing agreement.

2. Materials designated as non-circulating (e.g. reference material).

3. Equipment, including but not limited to, folding chairs, typewriters, projectors, and electronic equipment.

The Library also reserves the right to refuse to lend materials or to ask a borrowing library to restrict use of materials lent.

Requests to borrow materials can be made electronically, or by fax, telephone, or mail. Rush requests will be accommodated if time and staffing permit.

The Library will fill requests as quickly as possible, striving to provide a response within three (3) business days from the date of receipt of the request.

The circulation period for items lent on Interlibrary Loan will be 4 weeks. Items are due at the borrowing library on that date and will not be considered overdue at the Library for two (2) weeks after the due date. Unless the materials are needed at the Library, they can be renewed once if a renewal request is received before the due date.

Except for insurance, photocopy, fax, or special mailing costs, the Library will not normally charge to lend materials. The Library will charge the borrowing library for materials that are overdue, damaged, or lost on Interlibrary Loan.

Revised by the Board of Trustees April 16th, 2013

Internet Safety Policy

Introduction
It is the policy of the Marshall Public Library to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, Wi-Fi, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children's Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254 (h)].
Definitions
Key terms are as defined in the Children's Internet Protection Act.
Access to Inappropriate Material
To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, Wi-Fi, or other forms of electronic communications, access to inappropriate information.
Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors.
Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.
Inappropriate Network Usage
To the extent practical, steps shall be taken to promote the safety and security of users of the Marshall Public Library online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.
Specifically, as required by the Children's Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called "hacking," and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination or personal identification information regarding minors.
Supervision and Monitoring
It shall be the responsibility of all members of the Marshall Public Library staff to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children's Internet Protection Act.
Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Library Director or designated representatives.
Coordination with other Library Policies
Nothing in this Policy shall alter other Library policies, especially the Library's policy on acceptable use.

Amended by the Board of Trustees April 2019

Meeting Room Policy

The Marshall Public Library has three areas which can be reserved for public meetings: the Dr. Minnie F. Howard Community Room at the north end of the first floor (in the "old building") the meeting space adjacent to the Reference Office and the Children's Story Room at the south end. These are the only places which may be reserved for public gatherings.
Use of these Rooms is limited to the capacity allowed by fire code. Filtered internet access is available in all Rooms, although wired access is available only in the Community Room.
Although the Story Room can be used for public meetings, such use is at the discretion of the Administration and is not encouraged.
The Meeting Rooms are available without charge to nonprofit organizations (designated as such by the Internal Revenue Service or the State of Idaho), civic associations, community groups, and similar organizations in the area served by the Library. Groups that wish to use a Meeting Room must complete a Meeting Room Reservation Form, or supply the information necessary to complete the Form and designate a Pocatello resident who will take responsibility for the room. Exceptions may be granted by the Administration. Up to one (1) year with a maximum of twelve (12) meetings use may be requested on a Form at one time, although there may be no more than one (1) meeting held per week. Religious groups may use a Meeting Room with the prior approval of the Administration. Those using the Meeting Rooms agree to the following provisions, which are also noted on the Meeting Room Reservation Form:

Library activities and meetings or other activities sponsored by the City of Pocatello have precedence and may displace other groups.

All meetings must be open to the public.

Use of the Meeting Rooms, including setup and cleanup is limited to the hours the Library is open. If the Room is not left clean a cleaning charge of fifty dollars ($50.00) may be assessed against the person listed as responsible for use of the Room.

The group using the Meeting Room is responsible for the setup of the Room as well as for ensuring that it is returned to the approximate state in which it was found. The Library will place the requested number of chairs, tables, and other equipment in the Room beforehand.

The person designated as responsible for the use of the Room assumes responsibility for all damages which are done to the Room and/or its contents during the time requested for the meeting. No smoking is permitted in any part of the Library at any time, and smoking outside the building must be done at least twenty (20) feet from the entrances.

No charge may be made for attendance at any meeting or workshop, nor can a request for a voluntary donation be made. Charges to cover the cost of materials may be made with the express advance permission of the Library Director. Groups which collect dues may not do so in the Library or on Library grounds.

A group which disturbs others will be asked to "quiet down" and if it happens again they will be asked to leave. If such disturbance happens at a second meeting the group will no longer be allowed to use the Meeting Rooms.

Certain equipment, such as projectors and screens, are available and must be indicated on the Reservation Form. Equipment must be checked out at the Circulation Desk. Absolutely no equipment may be taken out of the Library.

There is no charge for using the Internet connections.

No group will be denied use of the Meeting Rooms because of the content of the meeting unless the exclusion is necessary to serve a compelling governmental or community interest which cannot be served by a less restrictive action.

The Meeting Rooms are accessible to persons with disabilities. Interpreters for persons with hearing impairments and/or taped information for persons with visual impairments can be provided upon three working days' notice. For accessibility arrangements please contact the City of Pocatello's Americans with Disabilities Coordinator at 234-6248; the group using the Room is responsible for all associated costs.
This policy is effective immediately and may be amended or modified at any time by the Board of Trustees of the Marshall Public Library.

Revised by the Board of Trustees March 2017

A group or an individual may want to present a gift to the library which is intended to be a substantial and relatively permanent addition to the appearance and/or function of the library facility. A gift may be initiated by the donor or may be solicited by the library. Such gifts differ from the gifts of library materials or money covered in the gifts section of the Marshall Public Library's "Collection Development Policy," especially because they

May be intended to become a permanent part of the library's interior or exterior

May be accompanied by an identifying plaque or other label

May require special security, cleaning, maintenance, or insurance

These permanent gifts should be considered by the library board of trustees. In some cases, the gift may be modified or even declined, based upon such considerations as

the limited space available for long-term gifts

the contribution of the gift to the appearance of the facility

the impact of the gift upon library resources

the contribution of the gift to the mission of the library

any conditions required by the donor.

The building committee of the library's board of trustees will review potential permanent gifts, and after consultation with the library staff and discussion with the donor of the proposed gift, present a recommendation concerning the gift to the full board of trustees for action.

Reviewed by the Board of Trustees February, 2013

Petitioning and Distribution of Literature Policy

Petitioning, solicitation, distribution of literature or leaflets, canvassing, and similar activities are not permitted inside the Library. Exceptions may be made for specific Library projects; examples of these include, but are not limited to, the periodic book sales by the Friends of the Marshall Public Library or the solicitation of information from Library users which will be used to improve Library services.

Groups or individuals who wish to engage in these activities on the Library's parking lots, sidewalks, or grounds may only do so during the normal business hours of the Library. These activities cannot impede access to or interfere with the use of the Library, and provision must be made for the proper disposal of unwanted materials. Excessive noise will not be tolerated.

Revised by the Board of Trustees, March 17, 2016

Reciprocal Borrowing Policy

The Marshall Public Library will honor all valid cards from those libraries which participate in LiLI Express or other agreement by which the patrons of the Marshall Public Library can borrow materials from or use the services of the other library.

Except for Interlibrary Loan, the materials and services of the Marshall Public Library will be extended to these users as if they were residents of City of Pocatello, and these borrowers will have the same responsibilities as a resident of the City of Pocatello.

Approved by the Board of Trustees on January 20, 2004

Unattended Children Policy

The Marshall Public Library welcomes library use by children aged 17 and under. Staff members are available to assist children with library materials or services, and the Library desires to provide a safe and appropriate environment for visitors of all ages. However, as a public facility providing public library services to a diversity of patrons, the Library is neither equipped nor is it the Library's role to provide long or short-term child care.

For the safety and comfort of children, a responsible adult or caregiver must accompany children under 12 years of age while they are using the Library. In the case of an unattended child under the age of 12, the Library may attempt to contact the responsible party and resolve the matter. If a resolution cannot be reached, the Library will contact the Police Department. While in the library, parents or caregivers are responsible for the behavior of their children.

Revised by the Board of Trustees, September 21, 2017

Unexpected closings

While the Marshall Public Library exists to serve the citizens of Pocatello and makes every effort to maintain its posted hours of operation, hazardous weather, building problems, extreme cold weather, power outages, or other emergency conditions may make it necessary to alter the hours or even to close altogether. Of the options available -- delayed opening, early closing, and total closure -- the last is the least desirable and will not be implemented if other options are feasible.
The authority to unexpectedly close or modify hours of operation resides in the Board of Trustees, who delegate it to the Library Director or, in the absence of the Library Director, to the Associate Director.

The Library will consider closing or a modified opening or closing time when:

The weather is more than twenty (20) degrees below zero Fahrenheit (standard or wind chill).

Officials have asked that non-emergency trips be postponed.

The Library is experiencing a power outage or other form of building trouble.

The routes to and from the Library and the Library's parking lots are difficult or impossible to negotiate with an ordinary car.

Conditions may endanger patrons or staff.

A decision to close or alter hours of operation will be made as early as possible. Once the decision is made, the Library's emergency communication plan will be implemented. Staff will be paid for the hours they were assigned to work during an unexpected closing as if they had worked those hours. Materials due on a day when the Library is unexpectedly closed will be considered as due the next day the Library is open. Fines will not be charged for these days.

Revised by the Board of Trustees, March 17, 2016

security camera policy

Security Cameras
Security cameras are used to enhance the safety of library users and staff by discouraging violations of the Library's policies, to assist library staff in preventing the occurence of any violations, and when necessary, to provide law enforcement assistance in prosecuting criminal activity.
Security Camera Purpose and Placement Guidelines

1. Video recording cameras will be used in public spaces of library locations to discourage criminal activity and violations of the Library's policies.

2. Cameras may be installed in outdoor and indoor places where individuals lack a reasonable expectation of privacy. Examples include public common areas of the library such as parking lots, entrances, seating areas, service desks, and areas prone to theft or misconduct, or areas where money is stored or handled.

3. Cameras will not be installed in areas of the Library where individuals have a reasonable expectation of privacy such as restrooms or private offices.

4. Signs will be posted at all entrances informing the public and staff that security cameras are in use.

5. Because cameras will not be continuously monitoring, the public and staff should take appropriate precautions for their safety and for the security of their personal property. Neither the Marshall Public Library nor the City of Pocatello is responsible for loss of property or personal injury.

6. Recorded data is confidential and secured in a controlled area. Video recordings will typically be stored for no longer than 30 days. As new images are recorded, the oldest images will be automatically deleted.

7. Regarding the placement and use of the digital recording cameras, staff and patron safety is the first priority; protection of library property is of secondary importance.

8. Cameras are not installed nor will they be used for the purpose of routine staff performance evaluations.

Use/Disclosure of Video Records

1. Access to the archived footage in pursuit of documented incidents of injury, criminal activity or violation of the Library's Code of Conduct is restricted to designated staff.

2. Access is also allowed by law enforcement when pursuant to a subpoena, court order, in support of criminal investigation, or when otherwise required by law.

3. Video images will not be maintained, provided no criminal activity or policy violation has occurred or is being investigated.

4. Video records and still photographs may be used by authorized individuals to indentify those responsible for library policy violations, criminal activity on library property or actions considered disruptive to normal library operations as delineated in the Library policies.

Unauthorized Access and/or Disclosure
Confidentiality and privacy issues prohibit the general public from viewing security camera footage that contains personally identifying information about library users. If the Library receives a request from the general public to inspect security camera footage, they will be advised to file a police complaint.

Approved by the Board of Trustees on August 16, 2018

# data[].attributes.attachment_link.description
Approved by the Library Board While the services and materials of the Marshall Public Library are available to everyone, those activities which interfere with the rights of others to use the Library, or which could result in injury, or which might damage the Library building, materials, or equipment are considered unacceptable.

# data[].attributes.attachment_link.title
LibGuides: Virtual Reference Collection: Q-Z

# data[].attributes.attachment_link.description
LibGuides: Virtual Reference Collection: Q-Z

# data[].attributes.attachment_link.readable_text
Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.
We've got more new lessons! Explore all lesson plans or check our lesson collections!

# data[].attributes.attachment_link.title
DigCit Curriculum | Common Sense Education

# data[].attributes.attachment_link.description
Research-backed digital citizenship lesson plans help schools navigate timely topics, such as cyberbullying, online safety, privacy, and media literacy.

# data[].attributes.attachment_link.description
Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

# data[].attributes.attachment_link.title
Resource detail | Digital Technologies Hub

# data[].attributes.attachment_link.description
Mozilla is a global nonprofit dedicated to keeping the Internet a global public resource that is open and accessible to all.

# data[].attributes.attachment_link.readable_text
Simple download of records

Good for managing a variety of formats, including web pages

Lots of functionality in an open-source product.

Downloads records from several databases that don't work with other citation products.

Share citations and documents with others

Great for managing PDFs

Does a good job of pulling citation metadata from PDFs

Can share citations and documents with others

Type

Desktop software and browser add-on for Firefox, Chrome, and Safari. Limited functionality through website.

Desktop software and web-based. Browser add-on for IE, Firefox, Chrome and Safari.

Free with 300MB of back-up storage. Storage & group upgrades available for a fee. Open source.
Download Zotero

Free with 2GB of web space. MIT users have access to enhanced storage and group upgrades. See our Mendeley guide for details.
Download Mendeley

Learning curve
Quick to learn; simple design, many online user guides and demos.

Quick to learn; simple interface

Zotero can tell when there is bibliographic information on a website and and icon shows in the browser's URL bar. Click the icon to add the item to your Zotero references. Zotero will automatically retrieve metadata for PDFs that are added.

Click the browser plugin icon to save bibliographic information from websites. Mendeley will automatically retrieve metadata for PDFs that are added.

What kinds of records can you import and organize (PDFs, images, etc.)?

Traditional formats (books, articles, patents), as well as web pages.

PDFs, web screenshots, and other file types can also be stored in the records.

Best with records for traditional formats (articles, books, etc.).

PDFs and other file types can also be stored in the records.

Can you search within PDFs

Yes. Make PDFs searchable by choosing to index them in the preferences menu.

Yes. Highlights the words you are searching for.

Are records in your library viewable by others?
Yes, if you choose to share them. You can set up individual and group profiles and share records.

Yes, if you choose to share them. You can set up individual and group profiles and share records.

Can you export records to other citation software?
Yes

Yes

Does it work with word processing software?
Yes. Works with Word, LibreOffice, and Google docs; also works with LaTeX through BibTeX.

Yes. Works with Word and OpenOffice; also works with LaTeX through BibTeX.

Does it back up your records?
Yes, if you choose to back up or sync your Zotero library. A small amount of storage for attachments is free.

Yes. With an MIT account, 100GB of storage is free.

Can you annotate PDFs (highlight & make notes)?
No

Yes

Other important features

Can be used for collaborative work with groups.

Will automatically attach PDFs to records if you choose.

If you back up records, you can sync multiple computers.

Very good for collaborative work.

Will automatically attach PDFs to records if you choose.

If you back up records, you can sync multiple computers.

Does it have a mobile site or app?
Yes, a mobile site through zotero.org. There's also an app called ZotPad for iPhone/iPad

Yes, an app for iPhone/iPad

# data[].attributes.attachment_link.title
LibGuides: Citation Management and Writing Tools: Citation Management Tools

# data[].attributes.attachment_link.description
Simple download of records Good for managing a variety of formats, including web pages Lots of functionality in an open-source product. Downloads records from several databases that don't work with other citation products.

# data[].attributes.attachment_link.description
A guide to library research tools for E-books.

# data[].attributes.attachment_link.readable_text
The IAPSOP is a US-based private organization focused on the digital preservation of Spiritualist and occult periodicals published between the Congress of Vienna and the start of the Second World War.

Our all-volunteer staff digitizes, indexes and makes available free-of-charge these periodicals, in our archive, for use by students and researchers.

We have a standing want list and will respond promptly to inquiries and offers from sellers.

We accept contributions of material and labor to further this work.

If you want a complete local copy of IAPSOP's holdings, follow these instructions.

If you know what you're looking for, hit the archive index directly.

If you want to explore a particular area of the occult, start with the lists below, prepared by IAPSOP's directors.

If you are interested in practical teachings, browse our Lessons archive.

# data[].attributes.attachment_link.title
International Association for the Preservation of Spiritualist and Occult Periodicals: Main

# data[].attributes.attachment_link.description
The IAPSOP is a US-based private organization focused on the digital preservation of Spiritualist and occult periodicals published between the Congress of Vienna and the start of the Second World War. Our all-volunteer staff digitizes, indexes and makes available free-of-charge these periodicals, in our archive, for use by students and researchers.

# data[].attributes.attachment_link.readable_text
Independent Voices is an open access digital collection of alternative press newspapers, magazines and journals, drawn from the special collections of participating libraries. These periodicals were produced by feminists, dissident GIs, campus radicals, Native Americans, anti-war activists, Black Power advocates, Hispanics, LGBT activists, the extreme right-wing press and alternative literary magazines during the latter half of the 20th century.

Independent Voices is made possible by the funding support received from these libraries and donors across the U.S., Canada and the U.K. Through their funding, these libraries and donors are demonstrating their commitment to open access digital collections.

Content for the Independent Voices collection was selected through recommendations by scholars, librarians, publishers, and selected bibliographies. The copyrighted periodicals that are included in the Independent Voices collection are being made available by the explicit permission of the copyright holder, assignee, or transferee; which were obtained in writing by Reveal Digitalhome page . See Legal Notice for additional information regarding copyright.

# data[].attributes.attachment_link.description
Independent Voices is an open access digital collection of alternative press newspapers, magazines and journals, drawn from the special collections of participating libraries. These periodicals were produced by feminists, dissident GIs, campus radicals, Native Americans, anti-war activists, Black Power advocates, Hispanics, LGBT activists, the extreme right-wing press and alternative literary magazines during the latter half of the 20th century.

# data[].attributes.attachment_link.readable_text
5088 Journals,
sorted by

1. Topic
Medical
Biology
Cardiology
Endocrinology
Infectious Diseases
Genetics
Microbiology
Neurology
Oncology
Physiology
more...

2. FMJ Impact
Top 20
#21-40
#41-60
#61-80
#81-100
Quick View

3. Free Access
Immediately
After 1-6 months
After 7-12 months
Later

4. Title
A B C D E F
G H I J K L
M N O P Q R
S T U V W Y Z

Spanish
Portuguese
French
Flickr

The AIOLOGY Handbook

Making AI Talk: a Guide to Fluent and Effective Conversations

Free Medical Journals - Over the next years, the most important medical journals will be available online, free and in full-text. The unrestricted access to scientific knowledge - the new standard in medical publishing - will have a major impact on medical practice.

Journal Alerts
Top 60: Quick View
Unsubscribe

Top 20 | #21-40 | #41-60 | #61-80 | #81-100

The Medical Literature Guide Thirty-five (35) PDFs > 3.000 free journals A short guide to fast language learning Amedeo

http://amedeo.com

aioLingua

Refreshing your English, Spanish, French, Italian, Portuguese, German and Chinese.

Free audio, free PDF, free web exercises.
www.aiolingua.com

Free Medical Journals

FreeMedicalJournals.com

The Word Brain

2015 Edition
TheWordBrain.com

# data[].attributes.attachment_link.description
Over 4000 free medical journals. Daily presentations of new journals. Free subscription to the journal alerts.

# data[].attributes.attachment_link.title
A search engine to find only free ebooks - Just Free Books

# data[].attributes.attachment_link.description
JustFreeBooks is the best way to find free books online for your Kindle, Nook, Kobo or tablet. This search engine index the content of more than 700 free ebooks web sites.

# data[].attributes.attachment_link.title
Homework Help and Textbook Solutions | bartleby

# data[].attributes.attachment_link.description
Reach your academic happy place with access to thousands of textbook solutions written by subject matter experts.

# data[].attributes.attachment_link.readable_text
We disseminate the results of our work as broadly as possible to benefit the public good. Explore more than 25,000 RAND publications, most of which are available as free eBook downloads, dating back to 1946.

Stay Informed

RAND Policy Currents

Stay on top of the latest RAND research highlights, news, and commentary with the official RAND email newsletter.

# data[].attributes.attachment_link.description
We disseminate the results of our work as broadly as possible to benefit the public good. Explore more than 25,000 RAND publications, most of which are available as free eBook downloads, dating back to 1946. Stay on top of the latest RAND research highlights, news, and commentary with the official RAND email newsletter.

# data[].attributes.attachment_link.title
LibGuides: E-Books: Social Science & Management

# data[].attributes.attachment_link.description
A guide to library research tools for E-books.

# data[].attributes.attachment_link.title
LibGuides: E-Books: Science & Engineering

# data[].attributes.attachment_link.description
A guide to library research tools for E-books.

# data[].attributes.attachment_link.title
Essays, Research Papers, Term Papers | Internet Public Library

# data[].attributes.attachment_link.description
Need writing help for your college essays and research papers? Your search ends here. IPL provides suitable samples for a wide array of topics, so you can write a top-notch essay every time.

# data[].attributes.attachment_link.title
Internet Archive: Digital Library of Free & Borrowable Books, Movies, Music & Wayback Machine

# data[].attributes.attachment_link.readable_text
Listing over 3 million free books on the Web - Updated Tuesday, May 28, 2024

Celebrating Many Years of Online Books -- Blog (Everybody's Libraries) -- Latest Book Listings

A Celebration of Women Writers -- Banned Books Online -- Prize Winners Online

General -- Non-English Language -- Specialty

About Us -- FAQ -- Get Involved! -- Suggest a Book -- In Progress/Requested -- More Links

Edited by John Mark Ockerbloom (onlinebooks@pobox.upenn.edu)
OBP copyrights and licenses

# data[].attributes.attachment_link.description
Listing over 3 million free books on the Web
- Updated Tuesday, May 28, 2024

# data[].attributes.attachment_link.description
A guide to library research tools for E-books.

# data[].attributes.attachment_link.title
Get Homework Help with Chegg Study | Chegg.com

# data[].attributes.attachment_link.description
Get homework help fast! Search through millions of guided step-by-step solutions or ask for help from our community of subject experts 24/7. Try Study today.

# data[].attributes.attachment_link.readable_text
Study Abroad Programs give you the opportunity to experience the world as your classroom. Rather than picking things up from books and the Internet, navigating a new landscape may open your eyes to culture, history, a new language or your heritage. Studying Abroad opens the door to personal growth and discovery too. As you learn to say 'hello' in a foreign language, make friends, eat exciting new foods, it is bound to boost your confidence, teach you self-reliance and stretch the parameters of your comfort zone.

What Types Of Study Abroad Programs are there?

You may have heard about studying overseas but are new to actually surfing this site. StudyAbroad.com has a fantastic way for you to search for Study Abroad Programs by level, type and country. It's easy and visual so you won't get lost. We will walk you through it.
Search by program level; choose:

Gap Year

High School

Undergraduate

Graduate

Search by program type; choose:

Intern Abroad - If gaining vital job or business skills is important to you, find International Internships by country and work type.

Volunteer Abroad - Volunteer Abroad in a country that interests you, for the amount of time you have whether a week, a month or a year, in the type of volunteer work that would be meaningful to you.

Teach Abroad - Teaching abroad is a wonderful way to learn and educate at the same time. Get specific; search by country, duration and even audience.

Intensive Language - If immersing yourself in a foreign language sounds stimulating, search by country, duration and naturally the language you want to learn. Picture yourself studying Italian in Florence Italy as you take sips of your caffe latte?

Full Degree Abroad - If studying overseas appeals to you, but for an extended period, find associates degrees, courses, diplomas, undergraduate and graduate certificates, bachelors, masters and doctorate degrees by country and specialty.

Search Study Abroad Programs by Country

Whether you are starting out in the United States and looking into Study Abroad Programs in Europe, or you are in France and you want to earn a masters degree, a doctorate degree, or an undergraduate degree in the US, you can use location as your motivator. In fact, each country may have several popular cities to choose from. Consider that each place is an opportunity to study, explore the landscape, art, culture and enjoy making new connections.

Making it Happen: Resources and Essential Info

Ok, you know how to search, but what about the other stuff like scholarships, or what to take with you when you go. Read up on useful insider information and other essentials on the Blog, or Study Abroad Scholarships page. Continued Success as you prepare to study abroad!

CEA Study Abroad has unveiled a brand-new Design & Innovation Summer 2021 8-week virtual program! Students will earn 6 credits through a Virtual I...

Today I want to share how I became a rocket scientist, from my dreams in middle school to my eventual role at SpaceX. I want to share snippets of my l...

Gaining practical work experience is never a bad idea, even amidst a pandemic. When all abroad experiences (study or intern) were cut short in spring...

Comprehensive Program Directory

StudyAbroad.com offers a comprehensive directory of study abroad programs, including summer study abroad, internship, service learning and volunteer abroad programs, high school study abroad, intensive language programs and more, all organized by subject or country or city.

100's of Free Resources

Learn what's needed for before, during, and after your study abroad experience from our resrouces section. Follow the adventures of current study abroad students and read the latest news on all things study abroad in our blogs.

Student Stories & Reviews

We know how important it is to learn about other students' experiences. Real student reviews can be found on individual program pages. We're collecting more and more reviews every day, check back often to see what students are saying.

# data[].attributes.attachment_link.description
Explore Study Abroad Programs | Intern Abroad, Intensive Language Abroad, Teach Abroad, Volunteer Abroad, Full Degrees Abroad on the Top StudyAbroad.com website.

# data[].attributes.attachment_link.readable_text
This course will examine issues of poverty and race in the criminal justice system, particularly with regard to the imposition of the death penalty. Topics will include the right to counsel for people who cannot afford lawyers, racial discrimination, prosecutorial discretion, judicial independence, and mental health issues.

This course explores main answers to the question, "When do governments deserve our allegiance?"
"Moral Foundations of Politics" starts with a survey of major political theories of the Enlightenment-Utilitarianism, Marxism, and the social contract tradition-through classical formulations, historical context, and contemporary debates relating to politics today. It then turns to the rejection of Enlightenment political thinking. Lastly, it deals with the nature of, and justifications for, democratic politics, and their relations to Enlightenment and Anti-Enlightenment political thinking. Practical implications of these arguments are covered through discussion of a variety of concrete problems.

Using a simple and enjoyable teaching style, this course introduces the novice listener to the wonders of classical music, from Bach fugues to Mozart symphonies to Puccini operas.

America's Unwritten Constitution goes beyond the text of the Constitution to ask questions like: What are the ground rules for proper constitutional interpretation? Who decides what the text means? How does the written constitution interact with unwritten sources of constitutional authority, such as judicial decisions, presidential proclamations, landmark statutes, and widespread popular understands?

This course presents the principles of evolution, ecology, and behavior for students beginning their study of biology and of the environment. It discusses major ideas and results in a manner accessible to all Yale College undergraduates. Recent advances have energized these fields with results that have implications well beyond their boundaries: ideas, mechanisms, and processes that should form part of the toolkit of all biologists and educated citizens.

# data[].attributes.attachment_link.description
This course will examine issues of poverty and race in the criminal justice system, particularly with regard to the imposition of the death penalty. Topics will include the right to counsel for people who cannot afford lawyers, racial discrimination, prosecutorial discretion, judicial independence, and mental health issues.

# data[].attributes.attachment_link.readable_text
Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn.

All lectures were recorded in the Yale College classroom and are available in video, audio, and text transcript formats

Registration is not required

No course credit, degree, or certificate is available through the Open Yale Courses website. However, courses for Yale College credit are offered online through Yale Summer Online including OYC professors John Rogers and Craig Wright."

# data[].attributes.attachment_link.description
Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn.

# data[].attributes.attachment_link.readable_text
Early Childhood Longitudinal Study - ECLS | Staff All Products Last 90 Days

The Early Childhood Longitudinal Studies (ECLS) program is sponsored primarily by NCES in collaboration with other federal agencies and organizations. The ECLS program includes three longitudinal studies that examine child development, school readiness, and early school experiences. The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) is a study of children born in 2001 who were followed from birth through kindergarten entry. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) is a study of children followed from kindergarten through the eighth grade. The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is following a sample of children from kindergarten through the fifth grade.
Visit the Early Childhood Longitudinal Study Homepage

National Household Education Survey - NHES | Staff All Products Last 90 Days

The National Household Education Surveys Program (NHES) is a household-based data collection system designed to address a wide range of education related issues. The NHES collects timely data about the educational activities of the U.S. population. NHES surveys have been conducted every two to three years since 1991. Recent NHES data collections consist of two surveys: The Early Childhood Program Participation survey and the Parent and Family Involvement in Education survey. Most NHES surveys have been conducted on a repeating basis to measure the same phenomena at different points in time. The NHES includes surveys on adult education, parent and family involvement in education, before- and after-school programs and activities, civic involvement, early childhood program participation, household library use, school readiness, and school safety and discipline.
Visit the National Household Education Survey Homepage

# data[].attributes.attachment_link.keywords[]
elementary secondary and postsecondary education surveys

# data[].attributes.attachment_link.keywords[]
elementary secondary and postsecondary education

# data[].attributes.attachment_link.description
Early Childhood Longitudinal Study - ECLS | Staff All Products Last 90 Days The Early Childhood Longitudinal Studies (ECLS) program is sponsored primarily by NCES in collaboration with other federal agencies and organizations. The ECLS program includes three longitudinal studies that examine child development, school readiness, and early school experiences.

# data[].attributes.attachment_link.readable_text
Featured Measures

The mission of the National Information Center for Higher Education Policymaking and Analysis is to provide state policymakers and analysts timely and accurate data and information that are useful in making sound higher education policy decisions.

By navigating the links on the left, you'll find comparative data for states and counties, and useful contextual information.

Thanks to Lumina Foundation for Education, the Ford Foundation, and the National Postsecondary Education Cooperative for supporting the development of this website.
NOTE: NCHEMS is currently undergoing a review of HigherEdInfo.org, during which time updated datasets may not be available on the website. We hope to launch a new and improved resource for state higher education data soon. In the meantime, NCHEMS staff may be able to share updated data with you directly. If there is a particular set of data you are looking for, please contact Linda Leyba at linda@nchems.org. Thank you. Visit the NCHEMS website for more information about the National Center for Higher Education Management Systems.

# data[].attributes.attachment_link.description
The mission of the National Information Center for Higher Education Policymaking and Analysis is to provide state policymakers and analysts timely and accurate data and information that are useful in making sound higher education policy decisions. By navigating the links on the left, you'll find comparative data for states and counties, and useful contextual information.

# data[].attributes.attachment_link.description
Study part time at Harvard, in evening or online courses. Earn a degree, professional certificate, or take a course for enrichment.

# data[].attributes.attachment_link.title
PhD Programmes, Research Projects & Studentships in the UK & Europe

# data[].attributes.attachment_link.description
FindAPhD is a comprehensive guide to PhD studentships and postgraduate research degrees

# data[].attributes.attachment_link.description
Discover thousands of offerings - from free courses to full degrees - delivered by world-class partners like Harvard, Google, Amazon and more.

# data[].attributes.attachment_link.title
College Navigator - National Center for Education Statistics

# data[].attributes.attachment_link.description
College Navigator is a free consumer information tool designed to help students, parents, high school counselors, and others get information about over 7,000 postsecondary institutions in the United States - such as programs offered, retention and graduation rates, prices, aid available, degrees awarded, campus safety, and accreditation.

# data[].attributes.attachment_link.title
CampusTours - Interactive Virtual Tours and Campus Maps

# data[].attributes.attachment_link.description
CampusTours provides virtual tours of 1,700+ colleges and universities and builds virtual tours and interactive maps for schools and organizations worldwide.

# data[].attributes.attachment_link.readable_text
Guide to preparing research papers in a particular field of study, especially how to cite the books, journals, articles, etc. that you used. It is important that you give complete information about the source in question so that the reader of your paper can find it. Instructors will generally tell you which citation style to use in your research paper.
Citation Guides:
Referred to as "Slade." Includes Chicago, MLA, APA, and Columbia Guide to Online Style.

# data[].attributes.attachment_link.title
Research by Subject: Africana Studies: Citation Guides

# data[].attributes.attachment_link.description
Guide to preparing research papers in a particular field of study, especially how to cite the books, journals, articles, etc. that you used. It is important that you give complete information about the source in question so that the reader of your paper can find it.

# data[].attributes.attachment_link.readable_text
Digital Passport by Common Sense Education is an award-winning suite of engaging games that address key issues facing kids in today's digital world.

Teachers, this way to the Educator Guide to Digital Passport!

Get resources

# data[].attributes.attachment_link.title
Digital Passport™ by Common Sense Education

# data[].attributes.attachment_link.description
Digital Passport™ is an award-winning suite of engaging interactive games that address critical issues for students in today's digital world. Teach your students the ins and outs of digital learning, online communication, and online safety, and help them build lifelong digital skills.

# data[].attributes.attachment_link.title
LibGuides: CIS Secondary Library: MLA Standards

# data[].attributes.attachment_link.description
CIS Secondary Library: Making the Virtual Visible

# data[].attributes.attachment_link.title
LibGuides: Citing and Referencing: Citing & Referencing

# data[].attributes.attachment_link.description
Answer all of your citing and referencing needs here.

# data[].attributes.attachment_link.readable_text
Need help with background information on your topic?

Our Reference Collection contains online databases with valuable background information that provide answers to your tricky research questions. Like other online databases, reference databases contain articles and information about your topics, and they can be accessed anywhere you have access to the Internet. Many of these databases contain specialized encyclopedias that can help you refine your topic before jumping into a more specialized subject area database. There are also online almanacs, biographies, directories, and statistical sources that can help you with your research projects. What is highlighted below represents a few of the reference sources that SDSU offers you in an online format.

Getting Started: The two databases highlighted below are great for background research on your papers or projects.

Gale Virtual Reference Library (GVRL) is a collection of online reference books published by Gale. Many of the books in this database are specialized encyclopedias in specific subject areas. Search this collection of specialized subject encyclopedias by title, keyword, or, use the navigation bar on the left hand side of the screen to search by topic for e-reference books on your subject.

The collection includes almanacs, biographies, dictionaries, encyclopedias, and statistical sources. Here are a just a few examples of the titles available through GVRL:

Credo Reference is an online database that is comprised of electronic reference materials including the following types of sources:

Need something more specific?

Check out the following types of reference sources and electronic resources the library owns.

Almanac: A handbook typically published annually containing information of general interest.

Country Reviews are full-text reports on 191 countries around the globe. Country Wire provides global real-time news of these countries from major international wire services. CountryWatch Forecasts provides 5-year macroeconomic forecasts for each of 192 countries in both tables and graphs. Historical data is also available for key macroeconomic measures. Data is downloadable in spreadsheet format.

The CIA publishes this book with up-to-date information on each nation. Each entry provides information on the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 267 world entities.

Biographies: An account of someone's life written by someone else.

Searchable by name, occupation, sex, birth date, death date, birthplace, and keyword. Does not list any living people.

Complete biographical and bibliographical information and references on U.S. and international authors.

Biographical information on artists, definitions of art terms and artistic movements, and digital images from four major art reference sources (Grove Art Online, The Oxford Companion to Western Art, the Encyclopedia of Aesthetics, and The Concise Oxford Dictionary of Art Terms.)

Biographies and autobiographies of children's authors and illustrators.

Directories: A book listing individuals or organizations alphabetically or thematically with details such as names, addresses, and telephone numbers.

Cabell's directories online for Business, Education, Psychology and Computer Science. The Directory helps you to determine which journals typically publish manuscripts similar to yours or could be the best fit for your manuscript. The index in each Directory helps you match the characteristics of your manuscript to the topic areas the journal emphasizes and acceptance rate.

Features bibliographical, biographical and contact information for living authors worldwide who have at least one English publication. Entries include name, pseudonyms, addresses, citizenship, birth date, specialization, career information and a bibliography.
Statistics
Results from over 14,000 surveys and polls conducted by over 700 organizations in the US and over 80 other countries.

Extensive database on California and its counties and cities; reports on the California economy; and bulletins on state and federal policy developments.

New interface for census data, with QuickFacts of statistics for all states and counties, and for cities and towns with a population of 5,000 or more. Also has a wide variety of Data Tools and Apps.

The above sources highlight just some of the online reference sources that SDSU offers. They provide reliable information for your research projects and offer great starting points for you when thinking about where to start on your research. Don't see a reference source on this list that could help you? Stop by the Research Desk or ask the librarian in your subject area for more recommendations.

Questions? eref@sdsu.edu

# data[].attributes.attachment_link.description
Our Reference Collection contains online databases with valuable background information that provide answers to your tricky research questions. Like other online databases, reference databases contain articles and information about your topics, and they can be accessed anywhere you have access to the Internet.

# data[].attributes.attachment_link.readable_text
Library research can be tricky. Follow the tips below to help you create a successful search today.

1. Breakdown your research topic into keywords.

Trying to search a library database in full sentences will leave you frustrated as databases will search for every word.

Example

Topic: What are the top marketing strategies for targeting millennial consumers?

Keywords: Marketing, strategy, millennial, consumer

2. Brainstorm alternative keywords that get at your topic.

Since there are many ways in the English language to say the same thing, it is helpful to brainstorm similar words to describe your topic. This way if the database uses an alternative word, your search string will still be successful.

Example

Topic: What is the impact of class size on student success in reading?

Keywords: "class size," "student success," "academic achievement," "student performance," reading, literacy, "reading achievement,"

3. Use Boolean (AND, OR, NOT) to create a search string

Databases use Boolean logic to search through the mass amounts of data stored within them. In order to be successful in your searching, use AND, OR, NOT between your keywords to create relationships between your concepts.

Think of your search string like a math problem. You can create a complex search string using parenthesis. The parenthesis and use of OR tells the database to look for any of the similar terms.

Putting quotations around terms tells the database to search for those words in the exact order they are found. Use quotations when you are searching for a phrase.

Example

Topic: What is the impact of class size on student success in reading?

Keywords: "class size," "student success," "academic achievement," "student performance," reading, literacy, "reading achievement,"

Search: ("class size") AND ("student success" OR "academic achievement" OR "student performance") AND (reading OR literacy OR "reading achievement")

4. Use a Research Guide to find specialized database on your subject.

Click on the Articles Tab on any topical guide that fits with your topic. The listed databases will provide articles targeted to your research topic.

5. Make An Appointment with a Research Librarian.

Stuck on how to get better results? There is a subject librarian at the library to help you with your particular area of research. Contact your subject specialist for a personal research help session.

Need help getting started? Stop by the Research Desk on the 1st floor of the Library Addition.

Need more help building a search? Take a look at these worksheets and tools to help breakdown a topic and create database search strings.

Questions? eref@sdsu.edu

# data[].attributes.attachment_link.description
Breakdown your research topic into keywords. Trying to search a library database in full sentences will leave you frustrated as databases will search for every word. Example Topic: What are the top marketing strategies for targeting millennial consumers? Keywords: Marketing, strategy, millennial, consumer Brainstorm alternative keywords that get at your topic.

# data[].attributes.attachment_link.readable_text
Want to demystify the research process and feel confident in your approach to research for assignments no matter what your starting point? Stop by the Research Services Desk or make an appointment to meet with a librarian to help get started on your research projects. Not convinced?

Top Reasons to Talk with a Librarian Today

Librarians like to help!

Remember, the SDSU Librarians are here to help you with any level of research question you have, from the most basic starting points, to advanced research methods.

We know that research resources are always changing, we want to help you learn about them with us.

Subject Expertise!

You may not know it, but librarians are academic experts who are available to talk about assignments and to hold student's hands through the research process.

Librarians have subject specialty areas which make them great resources when you are working within a particular area of study. They know the best resources in your area and can help you find what you need quickly.

Learn Relevant Skills!

Librarians can teach students excellent research habits, from using Google appropriately to effectively using search logic to find materials in scholarly databases.

As students, many of you have limited time to devote to research. Librarians can help you make the most of your research time and get you to the sources you need as soon as possible.

Still not convinced you could benefit from speaking with a librarian?

Check out just a few examples of questions we help answer.

How do I search in a scholarly database vs searching in Google?

Where do I start my research when I need authoritative background information on a topic?

I need a specific answer to a research question using scholarly sources, how do I begin?

How do I refine my search or narrow in on my topic?

What is the difference between popular and scholarly articles, and how do I find one?

How do I find a book on my topic?

Librarians are here to answer these questions with you. We can help you with all of this and more. Stop by the Research Services Desk and learn how a librarian can help you today.

Questions: eref@sdsu.edu

# data[].attributes.attachment_link.description
Want to demystify the research process and feel confident in your approach to research for assignments no matter what your starting point? Stop by the Research Services Desk or make an appointment to meet with a librarian to help get started on your research projects. Not convinced?

# data[].attributes.attachment_link.readable_text
Top 10 Reasons to Use OneSearch

10. OneSearch is a discovery tool that allows you to search most of what the SDSU Library has to offer through one easy to use platform. AND because there's just something special about the combination of teal and yellow that puts a smile on your face!

9. It's better than Google because all the results come from reliable library resources AND it allows you to narrow down or "tweak" your results by availability, resource type, publication date, language, and much, much more!

8. By default, OneSearch looks for resources at SDSU including articles, books, videos, streaming media, and course reserves. Be aware that it searches most but not all content, some databases are excluded.

7. OneSearch has a built-in citation feature that generates citations in popular styles including: APA, MLA, and Chicago. Click on the citation icon to view and or copy the citation to another document.

6. Because you don't want to have to go all the way up the 5 th floor of the Love Library to get a book, so you prefer to use the Virtual Browse feature to peruse the shelves from the comfort of, well wherever you are.

5. OneSearch lets you save search queries for later if you are signed in. Click the teal push pin Save query icon above your search results list to save the search. Then click the circular arrow icon Go to search history at the top right of the screen to view your saved searches.

4. OneSearch lets you save your search results for later as well, if you are signed in. Click the teal pushpin Keep this item icon to the right of the item to save it to your favorites. Then click the black push pin Go to my favorites icon at the top right of the screen to view your selected items.

3. OneSearch helps you get books that are not available at SDSU, if you are signed in. Follow the blue Request from CSU Libraries ( CSU+) link to request items from 23 other CSU libraries.

2. Because just like in Fight Club, first rule of OneSearch, sign in to OneSearch. Second rule of OneSearch, sign in to OneSearch.

1. Because your professor told you that you'll need 3 peer-reviewed articles, 2 books, and 1 primary source for your paper, and OneSearch is a great place to start looking!

Questions? Contact the Research Desk at eref@mail.sdsu.edu or (619) 594-6728 for help.

++++++++++

Milchan, A., Kaplan, M., Haygood, J., McDowell, A., Fincher, D., Pitt, B., . . . Taurus Film GmbH. (1999). Fight club (Twentieth Century Fox selections). Beverly Hills, Calif.: Twentieth Century Fox Home Entertainment.

# data[].attributes.attachment_link.description
10. OneSearch is a discovery tool that allows you to search most of what the SDSU Library has to offer through one easy to use platform. AND because there's just something special about the combination of teal and yellow that puts a smile on your face! 9.

# data[].attributes.attachment_link.readable_text
Struggling to find articles in a library database?

Read on to find out how the words AND, OR, NOT, can help you research more effectively.

Databases have a huge amount of information within them. To more effectively mine through this data, use the search syntax or searching rules to improve your search results. This means you need to use the Boolean operators of: AND, OR, NOT to create search strings using your keywords.

AND

Tells the database to return results that include both the keywords. Links different aspects of your research question together to find both concepts in the set of returned results.

Narrows your results.

OR

Tells the database to return results that include either of the keywords.

Links synonymous terms or concepts.

Expands your results.

NOT

Tells the database to return results that do not include a certain keyword.

Rids results of items that that contain a certain element of research topic.

Narrows your results.

Advanced Search Techniques:

Using Quotations

Requires keywords to be searched as a phrase.

Finds "Global warming" instead of the default AND between keywords: Global AND warming

Using Parentheses

Parentheses allow you to create more complex search strings.

Think of Boolean like a math problem. The database will process some of the Boolean operators before others unless there are parentheses. Order of precedence of Boolean operators is: AND, NOT, OR. That is, an AND operation will be performed before an OR operation if both operations are included in a query, unless parentheses are used to override priority of search operators. Expressions in parentheses are processed first.

Especially useful when using OR operator in between similar concepts.

Ex. (ethics or morality) and cloning- Searches for articles with either ethics or morality AND the keyword cloning.

Using Truncation

Truncation, also called stemming, is a technique that broadens your search to include various word endings and spellings.

To use truncation, enter the root of a word and put the truncation symbol at the end.

Truncation symbols may vary by database; common symbols include: *, !, ?, or #

Examples:
child* = child, childs, children, children's, childhood
genetic* = genetic, genetics, genetically

Next Steps:

Another piece of the puzzle is finding the correct database to perform these searches. Check out the research guide in the subject area you are working within to get a list of preferred databases for that topic. These are listed under the Article tab. The Research Services Desk and subject specialty Librarians are also great resources to ask if you get stuck trying to decide which database to search in on your topic. Now that you understand the basics of formulating a search strategy, you should find that you search results are much improved.

Want more information on Boolean? Check out the following links:

Written by: Brittany Geissinger Questions? Brittany.Geissinger@mail.sdsu.edu

# data[].attributes.attachment_link.description
Read on to find out how the words AND, OR, NOT, can help you research more effectively. Databases have a huge amount of information within them. To more effectively mine through this data, use the search syntax or searching rules to improve your search results.

# data[].attributes.attachment_link.readable_text
Who is the author?

What else has the author written?

In which communities and contexts does the author have expertise?

Does the author represent a particular set of world views?

Do they represent specific gender, sexual, racial, political, social and/or cultural orientations?

Do they privilege some sources of authority over others?

Do they have a formal role in a particular institution (e.g. a professor at Oxford)?

Purpose

Why was this source created?

Does it have an economic value for the author or publisher?

Is it an educational resource? Persuasive?

What (research) questions does it attempt to answer?

Does it strive to be objective?

Does it fill any other personal, professional, or societal needs?

Publication & format

Where was it published?

Where, geographically, was it originally published, and in what language?

In what medium?

Was it published online or in print? Both?

Is it a blog post? A YouTube video? A TV episode? An article from a print magazine?

What does the medium tell you about the intended audience?

What does the medium tell you about the purpose of the piece?

Relevance

How is it relevant to your research?

Does it analyze the primary sources that you're researching?

Does it cover the authors or individuals that you're researching, but different primary texts?

Can you apply the authors' frameworks of analysis to your own research?

What is the scope of coverage?

Is it a general overview or an in-depth analysis?

Does the scope match your own information needs?

Is the time period and geographic region relevant to your research?

Date of Publication

When was the source first published?

What has changed in your field of study since the publication date?

Are there any published reviews, responses or rebuttals?

Documentation

Did they cite their sources?
If not, do you have any other means to verify the reliability of their claims?

Look closely at the quotations and paraphrases from other sources:

Did they appropriately represent the context of their cited sources?

Did they ignore any important elements from their cited sources?

Are they cherry-picking facts to support their own arguments?

Did they appropriately cite ideas that were not their own?

# data[].attributes.attachment_link.title
Library Guides: Evaluating Resources: Home

# data[].attributes.attachment_link.description
Library Guides: Evaluating Resources: Home

# data[].attributes.attachment_link.readable_text
As the diagram indicates:

The next stage is publication in the primary literature

either as an article in a journal OR

as a paper in a published conference proceedings;

these 2 forms of publication are called the primary literarture, since they are the most easily available, yet detailed record of the research.

The next stage is a description of the research in the secondary literature

for example, abstracts and indexes, or review journals

which essentially summarize and point at the primary literature very soon after it has appeared;

the main purpose of this secondary literature is to facilitate access to scientific information soon after it has been published.

The final stage is a description of the research in the tertiary literature

which also summarizes and points to the primary literature,

but generally only after it has become widely accepted and believed.

examples of tertiary literature include: handbooks, encyclopaedias, and textbooks

Note that monographs (also called books) straddle the last two stages. This is because some monographs or books point only to well accepted scientific research, and other monographs point also to scientific research that is still being evaluated.

Adapted with permission from Jackie Stapleton and Leeanne Romane, University of Waterloo Library.

# data[].attributes.attachment_link.title
LibGuides: Finding Information: Flow of information

# data[].attributes.attachment_link.description
As the diagram indicates: The next stage is publication in the primary literature either as an article in a journal OR as a paper in a published conference proceedings ; these 2 forms of publication are called the primary literarture, since they are the most easily available, yet detailed record of the research.

# data[].attributes.attachment_link.readable_text
You're probably already familiar with Wikipedia, a free online encyclopedia. The reference sources listed on this page are similar to Wikipedia, with some differences that you should be aware of, including:

Wikipedia is part of the free web, so anyone with an Internet connection can access it seamlessly.

Reference sources are generally part of the fee-based web, which means they require a subscription to access the content, making the information in them very valuable. The fee-based sources listed here are paid for by the MIT Libraries.

"Wikipedia is written collaboratively by volunteers from all around the world. Anyone with Internet access can make changes to Wikipedia articles." http://en.wikipedia.org/wiki/Wikipedia:About

Reference sources are written collectively by experts in the fields they cover - some are researchers, some are professors, but all have qualifications of a professional nature.

Wikipedia contains encyclopedia-like articles on almost anything, making it a general or multidisciplinary source of information.

Reference sources are sometimes general in nature, but often cover one subject area in depth, so you can choose a source that focuses on the discipline you're researching more extensively.

Wikipedia has a set of editing policies and guidelines that authors should follow when writing or editing articles.

Reference sources are edited and vetted for accuracy, currency, and authority by the source's editorial board (often a group of researchers in the field).

Wikipedia can be a good source to begin with. However, you should balance what you find there with information from other reference sources as well. And make sure you evaluate information you find from the Wikipedia or any other source.

If you have questions about the kind of information you find, please Ask Us. Library staff are happy to help you find quality information on any topic you're researching.

# data[].attributes.attachment_link.title
LibGuides: Selecting a Research Topic: Background information & facts

# data[].attributes.attachment_link.description
You're probably already familiar with Wikipedia, a free online encyclopedia. The reference sources listed on this page are similar to Wikipedia, with some differences that you should be aware of, including: Wikipedia is part of the free web, so anyone with an Internet connection can access it seamlessly.

# data[].attributes.attachment_link.readable_text
Use these links to books, theses and other related publications to get started. Search Barton, the MIT Libraries catalog, for a full list of books owned by the MIT Libraries. Or use MIT's WorldCat to search library catalogs worldwide and place requests to borrow items.

# data[].attributes.attachment_link.title
LibGuides: Aeronautics and Astronautics: Home

# data[].attributes.attachment_link.description
Use these links to books, theses and other related publications to get started. Search Barton, the MIT Libraries catalog, for a full list of books owned by the MIT Libraries. Or use MIT's WorldCat to search library catalogs worldwide and place requests to borrow items.

# data[].attributes.attachment_link.readable_text
​Mendeley Accounts Mendeley Reference Manager

Mendeley recently added an option to create an account using an institutional login. This is currently not working with Mendeley Desktop (but works with Mendeley Reference Manager). Do not choose this option if you plan to use Desktop.

In some cases (such as if you have a pre-existing Elsevier account), you may be forced to create your account using Touchstone. To get around this, use a non-MIT email address. You will still get the extra storage.

If you do create an account with Touchstone, rather than by setting a password, request to reset your password or contact Mendeley tech support using the email option at the bottom of the Mendeley support page. Indicate that you are an institutional subscriber. In either case, it may take several days to receive a response.

# data[].attributes.attachment_link.title
LibGuides: Citation Management and Writing Tools: Home

# data[].attributes.attachment_link.description
​ Mendeley Accounts Mendeley Reference Manager Mendeley recently added an option to create an account using an institutional login. This is currently not working with Mendeley Desktop (but works with Mendeley Reference Manager). Do not choose this option if you plan to use Desktop.

# data[].attributes.attachment_link.description
This is a listing of General reference databases

# data[].attributes.attachment_link.title
LibGuides: Virtual Reference Collection: D-G

# data[].attributes.attachment_link.description
LibGuides: Virtual Reference Collection: D-G

# data[].attributes.attachment_link.title
LibGuides: Virtual Reference Collection: D-G

# data[].attributes.attachment_link.description
LibGuides: Virtual Reference Collection: D-G

# data[].attributes.attachment_link.readable_text
The Librarian's Guide to Anime and Manga

Note : All Japanese names are in Japanese order, family name first.
Introduction:

You may have had some very young, so cute from trying to look hip, library patron ask you, "Do you have any Gundam?" Or a serious student requesting the set of theHakkenden, for a project on 19th century Japanese literature. Or had a club ask to use your meeting room to show anime. Or youngsters ask if you had books on how to draw manga. Or an adult who usually checks out foreign cinema ask for Millennium Actress? Or a peace activist ask for the Grave of the Fireflies.

Have you wondered what all of this was about?

In 1996 I decided that given the continuing increase in popularity of anime and manga in the English speaking world that it was perhaps time that a resource be created to help librarians understand these forms of entertainment and to aid in the selection of items for their collections. This guide is the result.

Many years ago I spoke with my young nephews, then in middle school, about what it was they like about anime, in comparison with American animation. They said that a major difference is that anime has a story and you can never be sure what the ending will be. It is not unusual for a major character in an anime or manga to die, to lose the one they love to another, or fail at what they are trying to do. Even in works aimed at little children these things happen, which is a little hard for Americans who are familiar with stories that consistently have a happy ending to deal with. Another thing my nephews liked was that the characters are more complex, villains can be understandable and even change their ways, heroes can show bad traits and even commit horrid acts. Of course the "little guy" also said he liked "cool robots". The same things that drew then to anime then still draw children and adults to the medium today.

Some Americans have trouble with what I call the "Shakespearean quality" of anime and manga stories. It is common in a serious anime for comedic moments to occur, or tragic moments in normally humorous anime and manga. For most people the comparison with the similar use of humor and seriousness in the works of Shakespeare makes this mix more understandable

Back to contents Anime and Manga Terminology
Titles Available both as Anime and Manga in the United States.
Re-Dubbed vs Subtitled Anime

One old controversy in anime fandom is over the preference between viewing anime that has been subtitled or re-dubbed into English. With the growing popularity of DVD this is less of a consideration as most discs include both a re-dub and a subtitled track. Be aware that some series are issued with a highly edited re-dubbed version and an uncut version on separately sold DVD discs, at times with different titles. An example of this are edited TV versions (usually re-dubbed only) and the unedited and uncut versions which are the same show. In some cases you can only get a title in a re-dubbed or subtitled version but not both the languages on a video still need to be a consideration be a consideration in buying titles.

It is a good idea to consider re-dubbed when the audience will be younger children. Subtitled anime is good for most other age groups. However I have seen grade school kids do quite well keeping up with subtitled anime but they were already fans by that point.

To aid in the selection process I have created lists of some recommended titles.

Recommended Titles - anime.

Pirated anime and manga goods

Anime and manga enjoy a wide popularity outside of Japan. This has resulted in a certain amount of shoddy pirated goods being available on the market. This is especially important to remember if you are planning a display or are creating a collection of anime soundtracks. Most commonly what one will see are cheaply made posters, music CDs on the Taiwanese Son May (SM) label and region free DVDs. These materials should be avoided in obtaining materials for your collection. Any goods made in Japan or released by companies in the US are likely to be legitimate. However some pirates make their discs with Japanese text on the boxes. A major clue with DVD discs is that many pirated goods include Chinese subtitles and are region free.

A good source of further information on such goods is the Pirate Anime FAQ.

See also my page on Reporting Pirated Anime and Asian Cinema

Back to contents Anime clubs

The growing popularity of anime and manga has resulted in a large number of clubs, usually on college and university campuses but increasingly at high schools and public libraries, devoted to this topic. Clubs usually do more than just watch anime. Many clubs produce newsletters, have video, and occasionally book, lending libraries for members, and organize special events.

It may be worth contacting a local club to see if they are willing to meet with librarians to discuss recommended titles and even screen some anime to help in the selection process. Such contact with a club can easily become an ongoing relationship providing your library with knowledgeable volunteer consultants and mutual publicity.

Be aware that clubs often show fan-subtitled releases of titles not commercially available outside of Japan which is a violatoion of copyright.

Anime Conventions.

More and more anime conventions are taking place across the US and other countries. The Anime Web Turnpike ( http://www.anipike.com/) maintains links to convention related web pages around the world. Attending a convention is a good way to talk to dealers, distributors and representatives of US Production companies.

If a convention is taking place in your area you may want to co-ordinate an event at a library branch near the convention or at your main library. It may even be possible to arrange for the convention organizers to arrange for a Guest Of Honor to speak at such an event. A good time for such an event is before or after the convention takes place so you don't compete with the convention for attendees.

Back to contents Finding Reviews

Locating adequate reviews of anime and manga can be difficult at times. Regular sources such as Publisher's Weekly, School Library Journal, Voice of Youth Advocates (VOYA), Library Journal and American Libraries are doing a better job than in the past. However it is also necessary to go to specialized print sources such as anime magazines like Otaku USA and Protoculture Addicts. Online resources include the Anime On DVD secion of Mania, the Anime News Network, Anime Jump, and for their in-house age ratings The Right Stuf online retailer.

Also check general sites which include anime and manga among what they cover. For example: no flying, no tights; which covers graphic novels in general, Sequential Tart; a site with a female focus, The Diamond Bookshelf reviews; by librarian Kat Kan who also writes for VOYA, and Graphic Novel Comparison Chart; this page lists the number of volumes in the original series for not only manga but also for products from Korea and China.

Recommended anime and manga Books and periodicals about anime and manga Problematic Content in Anime and Manga
Special considerations for librarians

1. Subscribe to gn4lib, the Graphic Novels in Libraries email list. This is a great place to ask any questions about anime or manga.

2. Titles of English speaking market releases of manga or subtitled and re-dubbed anime series may be different.
In such cases if you obtain the bilingual DVD be sure to include alternative titles in your catalog.
Be aware that the manga and anime versions of a story may also have different titles, such as Kare Kano and His and Her Circumstances or Onegai Teacher and Please Teacher.

3. Don't collect for one age group, there are many wonderful titles for children teens and adults. Focusing too much on one age group will limit the collection just as it would for other areas of the collection. A special problem is spending too much time and resources on kids and teen collections while ignoring titles for adults.

4. Shelving should be divided up as it would be for other fiction, usually separate sections for kids, teens and adults. It may be tempting with a small collection to place all the anime or manga in a single section, however given the diversity of genres and age appropriate content such could be problematic. In any case given the continuing popularity of anime and manga such single sections will fill up quickly.

5. You may want to include headings in your catalog entries that will allow patrons to easily search for anime or manga. This will be especially useful for locating titles one is not familiar with and for items in unfamiliar sections

6. Anime series are almost always a serialization of a single story, videos should be obtained in sequence as missing an episode is like missing a chapter in a book.

7. Manga series are also almost always a serialization of a single story, for this reason you may want to purchase an extra copy of volume one as it is likely to be checked out more often and wear out faster.

8. For libraries the connection between anime and manga means that it may be a good idea to coordinate purchases between book and video librarians for series available in both formats. This coordination should not only be for anime and manga but also include live action movies, novels, soundtracks and books on specific series.

9. For series be sure you label the videos or manga clearly so patrons know the sequence.
Not all series have volume numbers clearly printed on them.

10. One note on etiquette: Avoid the using term Japanimation to refer to anime as many fans (myself included) object to its use, especially as it sometimes is rendered as Jap-animation. Any fan, and many in the general public, will understand the use of the term anime.

You can also search my entire site:

Back to contents

Privacy Notice - Back to Gilles's home page

Created December 21, 1996 | Content last updated May 19, 2012, links updated May 19, 2012

# data[].attributes.attachment_link.title
The Librarian's Guide to Anime and Manga

# data[].attributes.attachment_link.description
Note : All Japanese names are in Japanese order, family name first. Introduction: You may have had some very young, so cute from trying to look hip, library patron ask you, "Do you have any Gundam ?" Or a serious student requesting the set of theHakkenden , for a project on 19th century Japanese literature.