The Children's Librarian As Viewed By Professional Associations

Who is a children's librarian? Who are wel We have a multiplicity of job titles depending on where and at which level we work. In public libraries, we may serve as branch or regional children's specialists; heads of central children's rooms; coordinators or consultants for a system; branch, general services or bookmobile librarians; associate, assistant, or deputy directors. Some of us are directors of public library systems. In school systems we are the school librarians, library media specialists, instructional resource teachers, reading or language arts curriculum coordinators, and/or district supervisors of libraries, instructional resource centers or media centers. At the state level, we are consultants in children's services, librarians serving the blind and physically handicapped, institutional librarians and coordinators of institutional services. We may coordinate state library development services or school library/media services. Some of us are state librarians. Within state systems of higher education, some of us teach children's literature to child care givers, graduate library school students, potential teachers and teachers renewing their certificates, and to parents via television. We may be curators of special collections of children's literature in research institutions or deans of library schools. At the national level, some of us are editing library periodicals or reviewing media. Others are working in national or international research centers, and a few are writing and consulting. Some, like myself, are employed by children's librarians to work for them in our professional association.published or submitted for publicatio

Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth

Reviews research on summer learning program outcomes for low-income children and identifies the characteristics of effective programs such as experienced teachers, small groups, and fun activities. Finds reading and math achievement gains are possible

The Isaqueena - 1919, May

Contributors include: Leora Perry, Caroline Easley, Virginia M. Quick, Willie May Nix, Nellie May Mackey, Mary Smyth, Rene Joycehttps://scholarexchange.furman.edu/isaqueena/1069/thumbnail.jp

Alien Registration- Anderson, Mary (Hebron, Oxford County)

https://digitalmaine.com/alien_docs/21074/thumbnail.jp

Beehive 1966

https://neiudc.neiu.edu/beehive/1002/thumbnail.jp

Online Resources for Identifying Evidence-Based, Out-of-School Time Programs: A User's Guide

Summarizes general information, select program outcomes, and evidence levels of searchable databases, interactive summaries, and documents online on evidence-based intervention programs. Outlines considerations and assessments for selecting programs

Effect of 405 nm high-intensity narrow-spectrum light on osteoblast function

A significant portion of medical devices fail due to acquired infection, with infection rates after arthroplasty surgery between 1-4%, and considerably higher after revision surgery. To reduce the associated costs of infection, a new preventative method is required. High intensity narrow spectrum (HINS) 405 nm light is a new technology shown to have bactericidal effects on a range of medically important bacteria[1]. The effect of HINS-light on osteoblasts and bacteria were investigated to determine the potential of this technology to contribute to infection prevention in operating theatres, during surgery and postoperative dressing changes

The relationship between organismic age and social acceptance status of children in a fourth grade

Typescript, etc.Digitized by Kansas State University Librarie