scholarly journals The “Bane of the Bassinet”? Graphic Novels as Informational Texts

2021 ◽  
Vol 18 (4) ◽  
pp. 16
Author(s):  
Soline Holmes ◽  
Alicia Schwarzenbach
Keyword(s):  
Graphic Novels ◽  
Informational Texts ◽  
Annual Conference ◽  
Library Service

Originally, the authors were accepted to present this topic at the 2020 ALA Annual Conference as an Association for Library Service to Children (ALSC) Hot Topic. As the conference was canceled due to the COVID-19 pandemic, information from the presentation was adapted for this article.

scholarly journals The SLA/Education Division: Beginnings and Early Days

2017 ◽  
Vol 37 (1-2) ◽  
pp. 12
Author(s):  
Charles D. Missar
Keyword(s):  
New York ◽  
Social Science ◽  
Annual Conference ◽  
New York University ◽  
Science Division ◽  
Library Service ◽  
Separate Section ◽  
The Social

During the SLA annual conference in Boston in June 1972, a group of education librarians met informally to discuss the possibility of forming a separate section in the Social Science Division. There had been an Education and Library Service Section started in 1948, but it dissolved in 1955. Then, 17 years later Barbara Marks of New York University sensed renewed interest on the part of a number of librarians. [...]

The Library Without Walls: Striving for an Excellent Law Library Service Post-Earthquake

2015 ◽  
Vol 15 (4) ◽  
pp. 252-260 ◽  
Author(s):  
Sara Roberts
Keyword(s):  
Annual Conference ◽  
Library Service ◽  
Physical Damage ◽  
Professional Law ◽  
The Law ◽  
To Come ◽  
The University ◽  
The City ◽  
Law Library

AbstractThis paper is adapted from a presentation given by Sara Roberts at the 2015 BIALL Annual Conference. On September 4th 2010 Christchurch suffered the first of a series of catastrophic earthquakes which continued over the next two years and damaged much of the city. During this time the University of Canterbury suffered greatly, both through physical damage to the campus and from a loss of students willing to come and study in Christchurch. Subsequently, the dedicated Law Library on campus was closed and it was necessary to reassess the service in the light of severely reduced resources. More than four years on from that first earthquake, the law collection is situated in the central library on campus, and the number of professional law librarians supporting the service has reduced from four to two. Yet despite the changes the service has not diminished and, indeed, is stronger in some areas.

scholarly journals Recommended Reading: Comparing Elementary/Middle School Graphic Novel Collections to Recommended Reading Lists

2021 ◽  
Vol 19 (2) ◽  
pp. 6
Author(s):  
Robin A. Moeller ◽  
Kim E. Becnel
Keyword(s):  
United States ◽  
Middle School ◽  
Graphic Novels ◽  
Southeastern United States ◽  
School Libraries ◽  
Graphic Novel ◽  
School Librarians ◽  
Library Service ◽  
Education Professionals ◽  
Elementary And Middle School

Booklists created by library and education professionals can be valuable tools for librarians as they develop collections. Based upon the perceived discomfort felt by many school librarians in selecting graphic novels, this research analyzes the extent to which a population of elementary and middle school libraries’ collections in the Southeastern United States reflects the lists of recommended graphic novels annually produced by the Association for Library Service to Children (ALSC).

scholarly journals Of Course, We Already Knew This . . . Babies Need Words Every Day

2016 ◽  
Vol 14 (1) ◽  
pp. 10
Author(s):  
Matt McLain
Keyword(s):  
Annual Conference ◽  
Library Service ◽  
Word Gap

Shortly before the 2014 Annual Conference, the Association for Library Service to Children (ALSC) was invited to contribute to the Obama Administration’s Thirty-Million Word Gap initiative. The word “gap” relates to the vast difference in the number of words that children from different backgrounds hear before they enter school.

Grammatical Morpheme Intervention Issues for Students Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger
Keyword(s):  
Special Interest ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Annual Conference ◽  
Alternative Communication ◽  
Research Results ◽  
School Aged Children ◽  
Grammar Acquisition ◽  
Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

Family Support in Early Hearing Detection and Intervention (EHDI) Systems

2012 ◽  
Vol 22 (1) ◽  
pp. 11-21
Author(s):  
Patti Martin ◽  
Nannette Nicholson ◽  
Charia Hall
Keyword(s):  
Family Support ◽  
Hard Of Hearing ◽  
Critical Role ◽  
Annual Conference ◽  
Federal Law ◽  
Think Tank ◽  
Learning Collaborative ◽  
Technological Advances ◽  
Improved Outcomes ◽  
Program Components

Family support has evolved from a buzzword of the 1990s to a concept founded in theory, mandated by federal law, valued across disciplines, and espoused by both parents and professionals. This emphasis on family-centered practices for families of young children with disabilities, coupled with federal policy initiatives and technological advances, served as the impetus for the development of Early Hearing Detection and Intervention (EHDI) programs (Nicholson & Martin, in press). White, Forsman, Eichwald, and Muñoz (2010) provide an excellent review of the evolution of EHDI systems, which include family support as one of their 9 components. The National Center for Hearing Assessment and Management (NCHAM), the Maternal and Child Health Bureau, and the Center for Disease Control Centers cosponsored the first National EHDI Conference. This conference brought stakeholders including parents, practitioners, and researchers from diverse backgrounds together to form a learning collaborative (Forsman, 2002). Attendees represented a variety of state, national, and/or federal agencies and organizations. This forum focused effort on the development of EHDI programs infused with translating research into practices and policy. When NCHAM, recognizing the critical role of family support in the improvement of outcomes for both children and families, created a think tank to investigate the concept of a conference centered on support for families of children who are deaf or hard of hearing in 2005, the “Investing in Family Support” (IFSC) conference was born. This conference was specifically designed to facilitate and enhance EHDI efforts within the family support arena. From this venue, a model of family support was conceptualized and has served as the cornerstone of the IFSC annual conference since 2006. Designed to be a functional framework, the IFSC model delineates where and how families find support. In this article, we will promote and encourage continued efforts towards defining operational measures and program components to ultimately quantify success as it relates to improved outcomes for these children and their families. The authors view this opportunity to revisit the theoretical underpinnings of family support, the emerging research in this area, and the basics of the IFSC Model of Family Support as a call to action. We challenge professionals who work with children identified as deaf or hard of hearing to move family support from conceptualization to practices that are grounded in evidence and ever mindful of the unique and dynamic nature of individual families.

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