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16956cam a2201225 a 4500 |
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15134307 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20241116184443.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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080110s2009 ohuaf b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2008000396 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780132380829 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
013238082X |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)ocn190843356 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Transcribing agency |
JCRC |
| Modifying agency |
BAKER |
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BTCTA |
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YDXCP |
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CP |
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DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1528 |
| Item number |
.B54 2009 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Biggam, Sue. |
| 110 ## - MAIN ENTRY--CORPORATE NAME |
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| Corporate name or jurisdiction name as entry element |
Vermont READS at the University of Vermont |
| 245 10 - TITLE STATEMENT |
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| Title |
Literacy Profiles : |
| Remainder of title |
A Framework to Guide Assessment, Instructional Strategies and Intervention, K-4 / |
| Statement of responsibility, etc. |
Sue Biggam and Kathleen Itterly. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
Allyn & Bacon/Pearson, |
| Date of publication, distribution, etc. |
2009. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 271 p. : |
| Other physical details |
ill. ; folded plates ; |
| Dimensions |
28 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references, appendices, and name and subject index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Foundations for Using the Literacy Profile and Handbook |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
BACKGROUND OF THE PROFILE AND HANDBOOK -- Key Concepts Related to Assessment -- Key Concepts Related to Instruction<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
STRUCTURE AND USE OF THE PROFILE -- Strands of the Profile -- Getting Started: Cautions, Caveats, and Tips<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 1: PHONOLOGICAL AWARENESS AND ORAL LANGUAGE DEVELOPMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF PHONOLOGICAL AWARENESS AND ORAL LANGUAGE DEVELOPMENT -- The Role of Phonological Awareness in Oral Language Development -- The Role of Pragmatics in Oral Language Development -- The Role of Syntax in Oral Language Development -- The Importance of Vocabulary in Oral Language and Literacy Development -- Summary of Underlying Principles of Phonological Awareness and Oral Language Development<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING PHONOLOGICAL AWARENESS AND ORAL LANGUAGE DEVELOPMENT -- Formal or Published Measures for Assessing Phonological Awareness and Oral Language Development -- Informal Measures for Assessing Phonological Awareness and Oral Language Development -- Summary of procedures for Assessing Phonological Awareness and Oral Language Development<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR TEACHING PHONOLOGICAL AWARENESS AND ORAL LANGUAGE SKILLS -- Instructional Approaches for Building Phonological Awareness and Skills and Oral Language Skills in All Students -- Instructional Approaches for Building Phonological Awareness Skills and Oral Language Skills for Students with Specific Needs<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 2: CONCEPTS OF PRINT, LETTER IDENTIFICATION, AND TEXT FEATURES |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF PRINT CONCEPTS, LETTER IDENTIFICATION, AND TEXT FEATURES -- Understanding Concepts of Print -- Identifying and Naming Letters -- Knowledge of Text Features -- Summary of Print Concepts, Letter Identification, and Text Features<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING CONCEPTS OF PRINT, LETTER RECOGNITION, AND AWARENESS OF TEXT FEATURES -- Formal or Published Assessment Tools for Evaluating Concepts of Print and Letter Recognition -- Informal Assessment Tools for Assessing Concepts of Print, Letter Identification, and Awareness of Text Features -- Summary of Assessing Concepts of Print, Letter Identification, and Awareness of Text Features<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR TEACHING PRINT CONCEPTS, LETTER IDENTIFICATION, AND TEXT FEATURES -- Approaches for Building Print Concepts, Letter Identification, and Awareness of Text Features in All Students -- Approaches for Building Print Concepts, Letter Identification, and Knowledge of Text Features for Students with Specific Needs<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 2 OF THE LITERACY PROFILE -- Assessment Results of Concepts of Print, Letter Identification, and Knowledge about Text Features -- Overall Evaluation of Willa's Concepts of Print, Letter Recognition, and Knowledge About Text Features<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 3: DECODING AND WORD RECOGNITION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF DECODING AND WORD RECOGNITION -- Understanding the Nature of Decoding and Word Recognition -- Understanding Key Principles of Decoding and Word Recognition -- Summary of Understanding the Nature of Word Recognition and Phonics<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSING DECODING AND WORD RECOGNITION -- Formal or Published Measures for Assessing Word Recognition and Phonics -- Informal measures of Assessing Word Recognition and Phonics -- Summary of Assessing Decoding and Word Recognition<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR DECODING AND WORD RECOGNITION -- Instructional Approaches for Supporting Decoding and Word Recognition in All Students -- Instructional Approaches for Supporting Decoding and Word Recognition for Students with Specific Needs -- Summary of Instructional Approaches for Supporting Decoding and Word Recognition<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD`S ASSESSMENTS FROM STRAND 3 OF THE LITERACY PROFILE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 4: READING STRATEGIES AND DISPOSITIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF READING STRATEGIES AND DISPOSITIONS -- Early Reading Processing Strategies -- Comprehension Strategies -- Reading Dispositions -- Summary of Reading Strategies and Dispositions<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING READING STRATEGIES AND DISPOSITIONS -- Formal or Published Measures for Assessing Reading Strategies and Reading Dispositions -- Informal Measures for Assessing Reading Strategies and Reading Dispositions -- Summary of Assessing Reading Strategies and Dispositions<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL CONSIDERATIONS FOR READING STRATEGIES AND DISPOSITIONS -- Instructional Approaches for Building Reading Strategies and Dispositions in All Students -- Instructional Approaches for Building Reading Strategies and Dispositions for Students with Specific Needs<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD`S ASSESSMENT FROM STRAND 4 OF THE LITERACY PROFILE -- Results of Reading Strategy and Dispositions Assessments -- Overall Evaluation of Willa's Reading Strategies and Dispositions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 5: READING ACCURACY AND FLUENCY AT INCREASING TEXT LEVELS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF READING ACCURACY AND FLUENCY AT INCREASING TEXT LEVELS -- Understanding Text Levels -- Understanding Oral Reading Accuracy -- Understanding Reading Fluency -- Summary of Accuracy and Rate of Reading at Increasing Text Levels<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING READER ACCURACY AND FLUENCY -- Formal or Published Assessment Tools for Accuracy and Fluency -- Informal Measures for Assessing Oral Reading Accuracy and Fluency -- Summary of Assessing Oral Reading Accuracy and Fluency<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR BUILDING ACCURACY AND FLUENCY AT INCREASING TEXT LEVELS -- Instructional Approaches for Building Accuracy and Fluency at Increasing Text Levels for All Students -- Instructional Approaches for Building Accuracy and Fluency for Students with Specific Needs -- Summary of Instructional Approaches for Reading Accuracy and Fluency<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 5 OF THE LITERACY PROFILE -- Assessment Results Regarding Reading Accuracy and Fluency -- Summary of Willa's Development in Reading Accuracy and Fluency<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 6: COMPREHENSION AND READING RESPONSE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF COMPREHENSION AND READING RESPONSE -- Understanding Comprehension Strategies -- Understanding Background Knowledge -- Understanding Knowledge About Text -- Understanding Motivation and Engagement -- Understanding Other Related factors That Impact Comprehension -- Summary of Underlying Principles of Comprehension and Reading Response<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSING COMPREHENSION AND READING RESPONSE -- Formal or Published Measures for Assessing Comprehension and Reader Response -- Informal Measures for Assessing Comprehension -- Summary of Assessing Reading Comprehension and Reading Response |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR BUILDING READING COMPREHENSION AND READING RESPONSE -- Instructional Approaches for Building Comprehension and Reading Response for All Students -- Instructional Approaches for Building Comprehension and Reading Response for Students with Specific Needs -- Summary of Instructional Approaches for Reading Comprehension and Reading Response |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 6 OF THE LITERACY PROFILE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 7: WRITING STRATEGIES, PROCESSES, AND DISPOSiTIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF WRITING STRATEGIES, PROCESSES, AND DISPOSITIONS -- Writing Dispositions -- Writing as a Strategic Process -- Summary of Writing Process and Engagement<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSING DEVELOPMENT OF WRITING STRATEGIES, PROCESSES, AND DISPOSITIONS -- Formal or Published Measures for Assessing Writing Strategies, Processes, and Dispositions -- Informal Measures for Assessing Writing Strategies, Processes, and Dispositions -- Summary of Assessment Tools for the Development of Writing Strategies, Processes, and Dispositions<br/><br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR TEACHING WRITING STRATEGIES, PROCESSES, AND DISPOSITIONS -- Instructional Approaches for Building Writing Strategies, Processes, and Dispositions for All Students -- Instructional Approaches for Building Writing Strategies, Processes, and Dispositions for Students with Specific Needs<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 7 OF THE LITERACY PROFILE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 8: WRITING EFFECTIVENESS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF WRITING EFFECTIVENESS -- Writing Effectiveness Through Purpose, Organization, Details, and Voice/one -- Summary of Underlying Principles of Writing Effectiveness<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING WRITING EFFECTIVENESS -- Formal or Published Measures for Assessing Writing Effectiveness -- Informal Measures for Assessing Writing Effectiveness -- Summary of Assessing Writing Effectiveness<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR ASSESSING WRITING EFFECTIVENESS -- Instructional Approaches for Writing Effectiveness in All Students -- Instructional Approaches for Writing Effectiveness in Students with Specific Needs<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 8 OF THE LITERACY PROFILE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 9: SPELLING |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF SPELLING -- Understanding the Nature of Spelling -- Understanding Stages of Spelling Development -- Summary of Understanding Spelling<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING SPELLING -- Formal or Published Measures for Assessing Spelling -- Informal Measures for Assessing Spelling -- Summary of Assessing Spelling<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR SPELLING -- Instructional Approaches for Supporting Spelling Development in All Students -- Instructional Approaches for Supporting Spelling Development in Student with Specific Needs -- Summary of Instructional Approaches for Spelling<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 9 OF THE LITERACY PROFILE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 10: WRITING CONVENTIONS AND HANDWRITING |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNDERLYING PRINCIPLES OF WRITING CONVENTIONS, INCLUDING HANDWRITING -- Understanding How Grammar Impacts Writing Development -- Understanding how Language Usage Impacts Writing Development -- Understanding How the Mechanics of Writing Impacts Writing Development -- Understanding How Handwriting Development and Writing Development Interact -- Summary of Underlying Principles of Writing Conventions, Including Handwriting |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ASSESSING WRITING CONVENTIONS, INCLUDING HANDWRITING -- Formal or Published Measures for Assessing Writing Conventions -- Informal Measures for Assessing Writing Conventions, Including Handwriting -- Summary of Assessing Writing Conventions, Including Handwriting<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
INSTRUCTIONAL APPROACHES FOR WRITING CONVENTIONS INCLUDING HANDWRITING -- Instructional Approaches for Writing Conventions, Including Handwriting, for All Students -- Instructional Approaches for Writing Conventions, Including Handwriting, for Students with Specific Needs<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
LOOKING CLOSELY AT ONE CHILD'S ASSESSMENTS FROM STRAND 10 OF THE LITERACY PROFILE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Thinking Ahead |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
MORE TO KEEP IN MIND -- Teachers as Learners -- Flexibility -- Building on Students Strengths -- Planning -- Communicating with Others<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
QUESTIONS, QUESTIONS, QUESTIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
A Few Final Words |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
APPENDIX A RESOURCES FOR ASSESSMENT AND INSTRUCTION -- Appendix A-1 Yopp-Singer Test of Phoneme Segmentation — Appendix A-2 Formative Assessment for Phonological Awareness (FAPA) — Appendix A-3 Self-Assessment for Oral Presentations — Appendix A-4 Concepts of Print Checklist — Appendix A-5 Untimed Letter-Naming Test — Appendix A-6 Decoding Application Scale — Appendix A-7 Answer Key for Figure 4.5 — Appendix A-8 Reading Strategies Self-Assessment: Early Processing Strategies — Appendix A-9 Reading Strategies Self-Assessment: Comprehension Strategies — Appendix A-10 Reading Strategies and Dispositions Interview — Appendix A-11 Book Log — Appendix A-12 Individual Student Conference Form — Appendix A-13 Reading Strategies Bookmark — Appendix A-14 Text Structures and Signal Words — Appendix A-15 My Turn, Your Turn Bookmarks — Appendix A-16 Three-Way Fluency Rubric and "Keeping Track" Chart — Appendix A-17 Quick, Text-Level Check-In — Appendix A-18 Sample Checklist: Comprehension of Informational Text — Appendix A-19 Checklist for Self-Assessment: My Summary of Informational Text — Appendix A-20 QeEEC: A Tool for Self-Monitoring Our Answers to Text-Based Questions — Appendix A-21 Writing Interview — Appendix A-22 Self-Assessment for Writing Process and Strategies — Appendix A-23 Checklist for Writing Process — Appendix A-24 Analytic Writing Assessment Guide for Primary Grades — Appendix A-25 Teacher/Student Portfolio Slips — Appendix A-26 What We Noticed About My Writing - Together — Appendix A-27 Mini-Lesson Template — Appendix A-28 Spelling Application Grid: Reviewing Spelling in Independent Writing — Appendix A-29 Spelling Conference form — Appendix A-30 "I Am Learning/I Can" Sheet — Appendix A-31 Differentiation in Action: Instructional Focus Planning Sheet<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix B FORMAL OR PUBLISHED ASSESSMENTS AND THEIR AREAS OF FOCUS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Name Index |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Subject Index |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Designed to serve teachers as a classroom handbook, Literacy Profiles: A Framework to Guide Assessment, Instructional Strategies and Interventions, K-4 serves as a practical tool to help you identify and evaluate the literacy strengths and weaknesses of each student in your classroom. The framework for the literacy profiles identifies ten critical areas of literacy learning and allows teachers to record the incremental steps individual students make as they become competent and confident readers and writers. Chapter content provides guidance for sharpening your instructional skills and scaffolding instruction based on both summative and formative assessment data. Literacy Profiles provides a valuable progress monitoring tool to tailor literacy learning to individual needs based on purposeful and appropriate assessment information. What will you find valuable in Literacy Profiles? A comprehensive framework that outlines ten strands pf literacy development and incremental learning goals for children in grades K-4 Assessment tools that measure not only what students can do but what can they "almost do" to better link assessment with instruction Teaching and learning guidance tied to Cambourne's conditions of learning and social/interactive engagement based on Vgotsky's zone of proximal development Artifacts and assessment data collected from Willa, an actual second grade student, which offer authentic methodology for using he literacy profile with children". (Book Cover) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language arts (Primary) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language arts (Primary) |
| General subdivision |
Ability testing. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Itterly, Kathleen. |
| 710 ## - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Westfield State College |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991016473699705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991016473699705161</a> |
| Public note |
Check the uOttawa Library catalogue. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
