Educating physicians in the nineteenth century : selected titles bearing on the subject in the collections of the National Library of Medicine /

Includes index.

Federal librarians in the 21st century : changing roles in the electronic age : summary report on conference proceedings : Wednesday, September 15, 1993, Mumford Room, James Madison Memorial Building, Library of Congress.

Shipping list no.: 94-0074-P.

Children's books in England & America in the seventeenth century : a history and checklist, together with The young Christian's library, the first printed catalogue of books for children.

The young Christian's library is a facsimile reproduction of the Bodleian Library copy of the original ed. published in 1710.

The Italian novelists : selected from the most approved authors in that language ; from the earliest period down to the close of the eighteenth century ; arranged in an historical and chronological series /

Mode of access: Internet.

Ireland in the seventeenth century; or, The Irish massacres of 1641-2, their causes and results. Illustrated by extracts from the unpublished state papers, the unpublished mss. in the Bodleian library, Lambeth library, and the library of the Royal Dublin society, relating to the plantations of 1610-39; a selection from the unpublished depositions relating to the massacres ... and the reports of the trials in the High court of justice in 1652-4, from the unpublished mss. in Trinity college, Dublin.

Mode of access: Internet.

A sketch of the lives and writings of Dante and Petrarch : with some account of Italian and Latin literature in the fourteenth century.

Mode of access: Internet.

Bibliotheca Spenceriana : or A descriptive catalogue of the books printed in the fifteenth century, and of many valuable first editions, in the library of George John Spencer /

Includes index.

Italian literature in the nineteenth century.

The North American review, vol. L, n. 107, April, 1840,] pp. [301]-336.

Tianjin sales of land by auctions:Italian Colonialism in the early twentieth century China

s a signatory to the Boxer Protocol in 1901, Italy came into possession of the Tianjin concession, its only colonial possession in China. The Italian settlement was situated on the Hai River, and most of the land consisted of cemeteries and salt deposits. Italian administration of the settlement encountered many difficulties. Expropriation of land from the Chinese occupants was not easy, and it proved equally difficult to attract Italian investors. However despite the fact that Italian public opinion supported the abandonment of the concession, the Italian government was ultimately obliged to undertake a project for its urban development. Success in Tianjin became a national challenge for Italy, with the National Trust providing the necessary economic support. The history of the Italian settlement in Tianjin therefore sheds light on the politics of colonialism and on Italy's economic and political agendas at the turn of the twentieth century.

Higher Education in the XXI century: challenging everything and also the library role

We are already living in a new time. Our time makes both the digital and society move from an era where institutions and people have stable and fixed roles (at least most of the people, most of the time). Considering the context of a networked society and on the verge of the so called digital transformation, both universities and their library services need to provide best answers to incoming challenges. The talk will follow a discussion of the ways in what such transformation can evolve and what are some of the main challenges to face.

”By my Lords comand, I am to acquainte you”: An Edition of the Seventeenth-Century Correspondence of the Wentworth Family in the Folger Shakespeare Library

This thesis is an edition of the correspondence of the Yorkshirean Wentworth family. The aim of the edition is to provide these handwritten manuscripts to a wider audience by transcribing them. The material has been acquired from the Folger Shakespeare Library, and the transcriptions presented in this thesis are a part of their database called Early Modern Manuscripts Online. My material consists of fifteen documents from the early modern period which have been sent to or sent by members of the Wentworth family. Fourteen of these documents are letters, and one is a warrant written in the form of a letter. In the Folger Shakespeare Library the documents form the section 2.1. Correspondence of the Wentworth family in a larger collection called Papers of the Cavendish-Talbot family. The documents have been transcribed diplomatically in order to retain the character of the original manuscripts. In addition to the transcriptions, background chapters on letter writing, the historical and linguistic context, and palaeography are provided. Furthermore, each text includes a commentary containing a brief summary of the text and a description of the manuscript. Notes concerning specific words or concepts are also provided to make the texts easier to understand. Additionally, the transcriptions are encoded in XML for the purposes of the Folger Shakespeare Library. These earlier unedited manuscripts reassert the status of the Wentworth family in the early modern English society and provide information about letter writing conventions, language, and palaeographical conventions in early modern England. This edition can be used in further studies, for example as part of a larger corpus.

Supporting informed learners in the 21st century

This paper elaborates the concept of informed learning and locates it in educational, workplace and community settings. Drawing from existing research into people's experience of information literacy, it identifies critical experiences of informed learners in each of these three settings. It also explores the support required in educational, community and workplace contexts which makes informed learning possible. Recognising strong implications for policy makers in different sectors, the paper presents a set of guiding principles for developing informed learning and learners. The idea of informed learning represents and advances understandings of information literacy that incorporate the broader concept of using information to learn: those understandings that go beyond the functional or generic information literacy paradigm and draw attention to the transformational, situated and critical aspects of information literacy. Using information to learn is a natural, but often implicit part of all formal and informal learning environments, and is a vital component of the lifelong learning agendas of many nations worldwide. Supporting informed learning requires conscious attention to the use of information in the learning process, by educators, managers, trainers, and policy makers in all sectors. It requires a far reaching response to policy directions involving a wide range of stakeholders.

Re-conceptualising and re-positioning Australian library and information science education for the 21st century [Final Report 2011]

How can Australian library and information science (LIS) education produce, in a sustainable manner, the diverse supply of graduates with the appropriate attributes to develop and maintain high quality professional practice in the rapidly changing 21st century? This report presents the key findings of a project that has examined this question through research into future directions for LIS education in Australia. Titled Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century, the purpose of the project was to establish a consolidated and holistic picture of the Australian LIS profession, and identify how its future education and training can be mediated in a cohesive and sustainable manner. The project was undertaken with a team of 12 university and vocational LIS educators from 11 institutions around Australia between November 2009 and December 2010. Collectively, these eleven institutions represented the broad spectrum and diversity of LIS education in Australia, and enabled the project to examine education for the information profession in a holistic and synergistic manner. Participating institutions in the project included Queensland University of Technology (Project Leader), Charles Sturt University, Curtin University of Technology, Edith Cowan University, Monash University, RMIT University, University of Canberra, University of South Australia, University of Tasmania, University of Technology Sydney and Victoria University. The inception and need for the project was motivated by a range of factors. From a broad perspective several of these factors relate to concerns raised at national and international levels regarding problems with education for LIS. In addition, the motivation and need for the project also related to some unique challenges that LIS education faces in the Australian tertiary education landscape. Over recent years a range of responses to explore the various issues confronting LIS education in Australia have emerged at local and national levels however this project represented the first significant investment of funding for national research in this area. In this way, the inception of the project offered a unique opportunity and powerful mechanism through which to bring together key stakeholders and inspire discourse concerning future education for the profession. Therefore as the first national project of its kind, its intent has been to provide foundation research that will inform and guide future directions for LIS education and training in Australia. The primary objective of the project was to develop a Framework for the Education of the Information Professions in Australia. The purpose of this framework was to provide evidence based strategic recommendations that would guide Australia’s future education for the information professions. Recognising the three major and equal players in the education process the project was framed around three areas of consideration: LIS students, the LIS workforce and LIS educators. Each area of consideration aligned to a research substudy in the project. The three research substudies were titled Student Considerations, Workforce Planning Considerations and Tertiary Education Considerations. The Students substudy provided a profile of LIS students and an analysis of their choices, experiences and expectations in regard to LIS education and their graduate destinations. The Workforce substudy provided an overview and analysis of the nature of the current LIS workforce, including a focus on employer expectations and employment opportunities and comment on the core and elective skill, knowledge and attitudes of current and future LIS professionals. Finally the Tertiary Education substudy provided a profile of LIS educators and an analysis of their characteristics and experiences including the key issues and challenges. In addition it also explored current national and international trends and priorities impacting on LIS education. The project utilised a Community Based Participatory Research (CBPR) approach. This approach involves all members of the community in all aspects of the project. It recognised the unique strengths and perspectives that community members bring to the process. For this project ‘community’ comprised of all individuals who have a role in, or a vested interest in, LIS education and included LIS educators, professionals, employers, students and professional associations. Individuals from these sub-groups were invited to participate in a range of aspects of the project from design through to implementation and evaluation. A range of research methodologies were used to consider the many different perspectives of LIS education, including employers and recruiters, professional associations, students, graduates and LIS teaching staff. Data collection involved a mixed method approach of questionnaires, focus groups, semi-structured interviews and environmental scans. An array of approaches was selected to ensure that broadest possible access to different facets of the information profession would be achieved. The main findings and observations from each substudy have highlighted a range of challenges for LIS education that need to be addressed. These findings and observations have grounded the development of the Framework for the Education of the Information Professions in Australia. The framework presents eleven recommendations to progress the national approach to LIS education and guide Australia’s future education for the information professions. The framework will be used by the LIS profession, most notably its educators, as strategic directions for the future of LIS education in Australia. Framework for the Education of the Information Professions in Australia: Recommendation 1: It is recommended that a broader and more inclusive vocabulary be adopted that both recognises and celebrates the expanding landscape of the field, for example ‘information profession’, ‘information sector’, ‘information discipline’ and ‘information education’. Recommendation 2: It is recommended that a self-directed body composed of information educators be established to promote, support and lead excellence in teaching and research within the information discipline. Recommendation 3: It is recommended that Australia’s information discipline continue to develop excellence in information research that will raise the discipline’s profile and contribute to its prominence within the national and international arena. Recommendation 4: It is recommended that further research examining the nature and context of Australia’s information education programs be undertaken to ensure a sustainable and relevant future for the discipline. Recommendation 5: It is recommended that further research examining the pathways and qualifications available for entry into the Australian information sector be undertaken to ensure relevance, attractiveness, accessibility and transparency. Recommendation 6: It is recommended that strategies are developed and implemented to ensure the sustainability of the workforce of information educators. Recommendation 7: It is recommended that a national approach to promoting and marketing the information profession and thereby attracting more students to the field is developed. Recommendation 8: It is recommended that Australia’s information discipline continues to support a culture of quality teaching and learning, especially given the need to accommodate a focus on the broader information landscape and more flexible delivery options. Recommendation 9: It is recommended that strategies are developed that will support and encourage collaboration between information education within the higher education and VET sectors. Recommendation 10: It is recommended that strategies and forums are developed that will support the information sector working together to conceptualise and articulate their professional identity and educational needs. Recommendation 11: It is recommended that a research agenda be established that will identify and prioritise areas in which further development or work is needed to continue advancing information education in Australia. The key findings from this project confirm that a number of pressing issues are confronting LIS education in Australia. Left unaddressed these issues will have significant implications for the future of LIS education as well as the broader LIS profession. Consequently creating a sustainable and cohesive future can only be realised through cooperation and collaboration among all stakeholders including those with the capacity to enact radical change in university and vocational institutions. Indeed the impending adoption and implementation of the project’s recommendations will fundamentally determine whether Australian LIS education is assured both for the present day and into the future.

Online environmental citizenship : blogs, green marketing and consumer sentiment in the 21st Century

Over the last three decades, the rise in consumer generated content has enabled more environmentally conscious points of view to effect mainstream opinion (Kalafatis, Pollard, East & Tsogas, 1999; Barber, Taylor & Strick, 2009). Consequently, more people are buying into environmentalist ideology and organizing themselves to influence social change. Focus has shifted from attracting public awareness to concern for green ideas, discourse, and environmental citizenship, the latter becoming the guideline by which debates on such topics are regulated (Follows & Jobber, 2000; Dobson, 2003).