Academic libraries cater to the diverse needs of scholars, scientists, technocrats, researchers, students, and others personally and professionally invested in higher education. Due to advancements in information and communication technologies (ICT), the vision and mission of academic libraries are changing in developing countries. Challenges of Academic Library Management in Developing Countries provides the latest theoretical frameworks and empirical research into academic libraries, investigating concerns such as illiteracy, budgeting, software development, technical training, and others. In particular, this book will be of use to professionals and researchers working in the field of library and information science who are looking for new methods and best practices in the management of effective academic libraries. This book is part of the Advances in Library and Information Science series collection.
Conceiving, Funding, and Building New Facilities and Staff
Author: Bradford Lee Eden
Publisher: Rowman & Littlefield
Category: Language Arts & Disciplines
Creating Research Infrastructures in the 21st-Century Academic Library focuses on research infrastructures with topics such as research and development in libraries, datasets, e-science, grants and grant writing, digital scholarship, data management, library as publisher, metadata, web archiving, and the research lifecycle.
This book is aimed at chemistry teachers, teacher educators, chemistry education researchers, and all those who are interested in increasing the relevance of chemistry teaching and learning as well as students' perception of it. The book consists of 20 chapters. Each chapter focuses on a certain issue related to the relevance of chemistry education. These chapters are based on a recently suggested model of the relevance of science education, encompassing individual, societal, and vocational relevance, its present and future implications, as well as its intrinsic and extrinsic aspects. “Two highly distinguished chemical educators, Ingo Eilks and AviHofstein, have brought together 40 internationally renowned colleagues from 16 countries to offer an authoritative view of chemistry teaching today. Between them, the authors, in 20 chapters, give an exceptional description of the current state of chemical education and signpost the future in both research and in the classroom. There is special emphasis on the many attempts to enthuse students with an understanding of the central science, chemistry, which will be helped by having an appreciation of the role of the science in today’s world. Themes which transcend all education such as collaborative work, communication skills, attitudes, inquiry learning and teaching, and problem solving are covered in detail and used in the context of teaching modern chemistry. The book is divided into four parts which describe the individual, the societal, the vocational and economic, and the non-formal dimensions and the editors bring all the disparate leads into a coherent narrative, that will be highly satisfying to experienced and new researchers and to teachers with the daunting task of teaching such an intellectually demanding subject. Just a brief glance at the index and the references will convince anyone interested in chemical education that this book is well worth studying; it is scholarly and readable and has tackled the most important issues in chemical education today and in the foreseeable future.” – Professor David Waddington, Emeritus Professor in Chemistry Education, University of York, United Kingdom
The only source that focuses exclusively on engineering and technology, this important guide maps the dynamic and changing field of information sources published for engineers in recent years. Lord highlights basic perspectives, access tools, and English-language resources--directories, encyclopedias, yearbooks, dictionaries, databases, indexes, libraries, buyer's guides, Internet resources, and more. Substantial emphasis is placed on digital resources. The author also discusses how engineers and scientists use information, the culture and generation of scientific information, different types of engineering information, and the tools and resources you need to locate and access that material. Other sections describe regulations, standards and specifications, government resources, professional and trade associations, and education and career resources. Engineers, scientists, librarians, and other information professionals working with engineering and technology information will welcome this research
Winner of the CHOICE Outstanding Academic Title 2017 Award This comprehensive collection of top-level contributions provides a thorough review of the vibrant field of chemistry education. Highly-experienced chemistry professors and education experts cover the latest developments in chemistry learning and teaching, as well as the pivotal role of chemistry for shaping a more sustainable future. Adopting a practice-oriented approach, the current challenges and opportunities posed by chemistry education are critically discussed, highlighting the pitfalls that can occur in teaching chemistry and how to circumvent them. The main topics discussed include best practices, project-based education, blended learning and the role of technology, including e-learning, and science visualization. Hands-on recommendations on how to optimally implement innovative strategies of teaching chemistry at university and high-school levels make this book an essential resource for anybody interested in either teaching or learning chemistry more effectively, from experience chemistry professors to secondary school teachers, from educators with no formal training in didactics to frustrated chemistry students.
This text's unique and comprehensive coverage includes: general advice on practical work; basic laboratory skills, classical and instrumental techniques; analysis and presentation of data; information technology; library resources; and communicating information.
Great Britain Parliament House of Commons Science and Technology Committee
a guide for practicing chemists, educators, and students
Author: Robert Edward Maizell
"Highly recommended for anyone in chemistry looking for a very readable book on chemical information retrieval." -Journal of the American Chemical Society (on the Second Edition) The Essential Guide to Using CHemical Information Sources-in a brand-new Third Edition More chemical information resources exist now than ever before, in an array of formats that can be daunting to novices and experts alike in every discipline of the field. Yet a sound working knowledge of available sources and how to access them is an invaluable asset to anyone working in the fast-moving world of modern chemistry-an essential tool for saving time, money, and effort. This new edition of How to Find Chemical Information guides readers skillfully through today's complex maze of chemical information sources and systems, whether in electronic or printed form. It combines an in-depth examination of chemical information tools and access methods with tested principles for assessing and selecting the most appropriate sources for different needs. Thoroughly revised and updated to address all major developments and trends of recent years, How to Find Chemical Information, Third Edition is a peerless resource that features: * The mechanics of chemistry information flow, communication patterns, and search strategies * Detailed and up-to-date material on Chemical Abstracts Service and its products * Other private and government chemical information sources * Online databases, host systems, Internet files, CD-ROMs, and other electronic products and how these fit into the total information picture * Encyclopedias, other major reference books, and reviews * Journals and patent documents * Coverage of safety, the environment, and related topics * Chemical marketing and business resources * Physical property data, process information, and more
In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach. Divided into three sections the book covers: framing the subject - defining subject knowledge and focusing on questions about science as a school subject teaching the subject - looking at pedagogical, curricular and pupil knowledge science within the professional community - focusing on the place of science within the wider curriculum and the teaching community. This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.