Language : English
Published : 2013-05-02
Pages : 160
Twenty-first Century Metadata Operations: Challenges, Opportunities, Directions
It has long been apparent to academic library administrators that the current technical services operations within libraries need to be redirected and refocused in terms of both format priorities and human resources. A number of developments and directions have made this reorganization imperative, many of which have been accelerated by the current economic crisis. All of the chapters detail some aspect of technical services reorganization due to downsizing and/or reallocation of human resources, retooling professional and support staff in higher level duties and/or non-MARC metadata, “value-added” metadata opportunities, outsourcing redundant activities, and shifting resources from analog to digital object organization and description. This book will assist both catalogers and library administrators with concrete examples of moving technical services operations and personnel from the analog to the digital environment. This book was published as a special double issue of Cataloging & Classification Quarterly.
Pre-Order (3-4 weeks)
During a career that spanned more than forty years, from the late 1960s until his death in 2012, Michael Asher created site-specific installations and institutional interventions that examined the conditions of art’s production, display, and reception. At the Art Institute of Chicago, for example, he famously relocated a bronze replica of an eighteenth-century sculpture of George Washington from the museum’s entrance to an interior gallery, thereby highlighting the disjunction between the statue’s symbolic function as a public monument and its aesthetic origins as an artwork. Today, Asher is celebrated as one of the forerunners of institutional critique. Yet because of Asher’s situation-based method of working, and his resistance to making objects that could circulate in the art market, few of his works survive in physical form. What does survive is writing by scholars and critics about his diverse practice. The essays in this volume document projects that range from Asher’s environmental works and museum displacements to his research-based presentations and reflections on urban space. ContributorsMichael Asher, Sandy Ballatore, Benjamin H. D. Buchloh, Jennifer King, Miwon Kwon, Barbara Munger, Stephan Pascher, Birgit Pelzer, Anne Rorimer, Allan Sekula
About the Author
Jennifer King is Associate Curator at the Los Angeles County Museum of Art.
Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, Art & Creative Development For Young Children, 8th Edition, takes a child-centered approach to art education. Updated throughout, the book includes an in-depth discussion of technology to aid teachers in understanding the role that technology can play in children’s visual art appreciation and production. Guidelines for establishing an inclusive art program in classrooms for young children are included for early childhood professionals. Activities and recipes make the text a valuable resource for in-service teachers.
About the Author
Jill Englebright Fox is a professor of early childhood education and the Director of Assessment at the University of Houston—Victoria. After teaching kindergarten and first grade in the Texas public schools for eight years, she received her Ph.D. in Early Childhood Education from the University of North Texas. She continues to be active in early childhood classrooms as a volunteer, a professional consultant, a researcher, and a teacher educator. Robert Schirrmacher was an instructor with the San Jose/Evergreen Community College District. He received his Ph.D. in Early Childhood Education from the University of Illinois. His experience includes teaching preschool, kindergarten, and first grade as well as teaching at undergraduate and graduate levels. He has assisted in Montessori schools and directed programs for young children. Dr. Schirrmacher has served as a consultant to parent groups and public and private early childhood programs. As an advocate for developmentally appropriate education and quality care for young children, he has been involved in professional organizations at the local, state, and national levels.
Modernity has had so many meanings and tries to combine so many contradictory sets of attitudes and values that it has become impossible to use it to define the future. It has ended up crashing like an overloaded computer. Hence the idea is that modernity might need a sort of reset. Not a clean break, not a “tabula rasa,” not another iconoclastic gesture, but rather a restart of the complicated programs that have been accumulated, over the course of history, in what is often called the “modernist project.” This operation has become all the more urgent now that the ecological mutation is forcing us to reorient ourselves toward an experience of the material world for which we don’t seem to have good recording devices. Reset Modernity! is organized around six procedures that might induce the readers to reset some of those instruments. Once this reset has been completed, readers might be better prepared for a series of new encounters with other cultures. After having been thrown into the modernist maelstrom, those cultures have difficulties that are just as grave as ours in orienting themselves within the notion of modernity. It is not impossible that the course of those encounters might be altered after modernizers have reset their own way of recording their experience of the world. At the intersection of art, philosophy, and anthropology, Reset Modernity! has assembled close to sixty authors, most of whom have participated, in one way or another, in the Inquiry into Modes of Existence initiated by Bruno Latour. Together they try to see whether such a reset and such encounters have any practicality. Much like the two exhibitions Iconoclash and Making Things Public, this book documents and completes what could be called a “thought exhibition:” Reset Modernity! held at ZKM | Center for Art and Media Karlsruhe from April to August 2016. Like the two others, this book, generously illustrated, includes contributions, excerpts, and works from many authors and artists. ContributorsJamie Allen, Terence Blake, Johannes Bruder, Dipesh Chakrabarty, Philip Conway, Michael Cuntz, Eduardo Viveiros de Castro, Didier Debaise, Gerard de Vries, Philippe Descola, Vinciane Despret, Jean-Michel Frodon, Martin Giraudeau, Sylvain Gouraud, Lesley Green, Martin Guinard-Terrin, Clive Hamilton, Graham Harman, Antoine Hennion, Andres Jaque, Pablo Jensen, Bruno Karsenti, Sara Keel, Oleg Kharkhordin, Joseph Leo Koerner, Eduardo Kohn, Bruno Latour, Christophe Leclercq, Vincent-Antonin Lepinay, James Lovelock, Patrice Maniglier, Claudia Mareis, Claude Marzotto, Kyle McGee, Lorenza Mondada, Pierre Montebello, Stephen Muecke, Cyril Neyrat, Cormac O’Keeffe, Hans Ulrich Obrist, P3G, John Palmesino, Nicolas Prignot, Donato Ricci, Ann-Sofi Ronnskog, Maia Sambonet, Henning Schmidgen, Isabelle Stengers, Hanna Svensson, Thomas Thwaites, Nynke van Schepen, Consuelo Vasquez, Peter Weibel, Richard White, Aline Wiame, Jan Zalasiewicz Exhibition April 10, 2016–August 21, 2016ZKM | Center for Art and Media Karlsruhe Copublished with ZKM | Center for Art and Media, Karlsruhe
About the Author
Bruno Latour, a philosopher and anthropologist, is the author of Reassembling the Social: An Introduction to Actor-Network Theory, Our Modern Cult of the Factish Gods, An Inquiry into Modes of Existence, and many other books. He curated the ZKM exhibits ICONOCLASH and Making Things Public and coedited the accompanying catalogs, both published by the MIT Press.
This practical text helps student teachers develop their confidence, understandings and skills so that they can effectively and authentically teach arts in primary and middle school classrooms. Delivering Authentic Arts Education outlines the true nature of arts education and its importance in the curriculum, emphasising the arts as forms of creative activity, meaning-making and expression in a cultural context. Written in the context of the Australian Curriculum: The Arts, this new edition makes it easy for students to connect to curriculum documents. Chapters discuss how to recognise and build on your existing artistic abilities and pedagogical skills, how to encourage children???s creativity, and the general principles of planning and assessment. It then examines the five arts areas: dance, drama, media arts, music and visual arts. The final part of the text contains sample learning activities and resources that demonstrate how to plan an effective lesson within a unit of inquiry. Practical tips, classroom ???snapshots???, example activities and ideas for programs show you the links between theory and practice so you can develop arts education experiences that are purposeful, stimulating and engaging for everyone.