Managing Academic Libraries: Principles and Practice is aimed at professionals within the Library and Information Services (LIS) who are interested in learning more about the management of academic libraries. Written against a backdrop made up of the changes that digital technology has brought to academic libraries, this book uncovers how the library has changed its meaning from a physical to virtual icon and its effect on culture. The book aims to provide managers and students of LIS at all levels with the necessary management principles and practices needed to respond proactively to diverse audiences, while also keeping a focus on the purposes of higher education. In addition, readers will find an examination of various aspects of library management and reviews on key management techniques that can be used for successful interpretation and implementation of academic library mission statements. Provides tactics on how to manage the centrality of learning and reading in academic libraries Includes best practices on managing a learning organization Covers proactive management principles and practices that are needed to respond to diverse audiences
... 21–22 information needs, 21 specific purposes, 23–24 Library Website, 44, 50
Lifecycle librarianship, 2 Literacy, 9 ... P. Photo-elicitation, 48–49 Portable skills
toolkit, 48–49 ... V. Vocabulary-building activity, 33–35 Index 98
J L M O P R S T V.
The ASCA National Model represents a developmental, comprehensive counseling program that focuses on program foundation, delivery, management, and accountability (Campbell & Dahir, 1997). The ASCA National Model is believed to be dependent on collaborative relationships with other stakeholders. Teachers represent a powerful group of stakeholders, as they can influence the effectiveness of the school counseling program. In a national survey, high school teachers (n=401) were asked about their perceptions of school counselors. The focus of this research study was to ascertain: (a) the value teachers place on the appropriate role responsibilities and inappropriate role activities as described in the ASCA Executive Summary; (b) their perception of school counselor engagement in the appropriate responsibilities and inappropriate activities as described in the ASCA Executive Summary; (c) teacher willingness to collaborate with school counselors; and (d) their perception of school counselor willingness to collaborate with other stakeholders including teachers. This research revealed that there is still a need: (a) to increase teacher awareness on the role of the school counselor; (b) for school counselors to demonstrate their effectiveness; and (c) for school counselors to pursue collaborative relationships with teachers.
The ASCA National Model represents a developmental, comprehensive counseling program that focuses on program foundation, delivery, management, and accountability (Campbell & Dahir, 1997).
On contemporary problems of mosque management in Indonesia.
On contemporary problems of mosque management in Indonesia.
Social economic conditions of Malay people in Tarempa, Kabupaten Kepulauan Anambas, Riau Province, Indonesia.
Social economic conditions of Malay people in Tarempa, Anambas Islands, Riau Province, Indonesia.
