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Most vols. include Proceedings of the Special Libraries Association.
By integrating conversations across disciplines, especially focusing on classical studies and Jewish and Christian studies, this volume addresses several imbalances in scholarship on reading and textual activity in the ancient Mediterranean. Contributors intentionally place Jewish, Christian, Roman, Greek and other reading circles back into their encompassing historical context, avoiding subdivisions along modern subject lines, divisions still bearing marks of cultural and ideological interests. In their examination, contributors avoid dwelling upon traditional methodological debates over orality vs. literacy and social classifications of literacy, instead turning their attention to the social-historical: groups of people, circles and networks, strata and class, scribal culture, material culture, epigraphic and papyrological evidence, functions and types of literacy and the social relationships that all of these entail. Overall, the volume contributes to an emerging and important interdisciplinary collaboration between specialists in ancient literacy, encouraging future discussion between two currently divided fields.
Psychology Library Editions: Child Development (20 Volume set) brings together a diverse number of titles across many areas of developmental psychology, from children’s play to language development. The series of previously out-of-print titles, originally published between 1930 and 1993, with the majority from the 70s and 80s, includes contributions from many respected authors in the field and charts the progression of the field over this time.
This book celebrates the new IFLA School Library Guidelines and shows how the Guidelines can be used in improving school library services. Each chapter describes innovative initiatives for developing, implementing and promoting school library guidelines. The book provides inspiration and guidance for the creation of national school library standards and for the development and use of standards and guidelines to change school library practice, to define the teaching role of school librarians, to guide the initial preparation of school librarians, and to advocate for school library services. Contributors to the book come from around the world: Australia, Canada, Ethiopia, France, Malaysia, Norway, Poland, Portugal, Spain, Sweden and the United States. Their work illustrates the shared commitment of school librarians around the world to "teaching and learning for all", as envisioned in the IFLA/UNESCO School Library Manifesto.