LEADER 03569nam 2200697 450 001 9910807946603321 005 20170919055215.0 010 $a1-78238-869-9 024 7 $a10.1515/9781782388692 035 $a(CKB)3710000000576862 035 $a(EBL)4007275 035 $a(SSID)ssj0001603544 035 $a(PQKBManifestationID)16313490 035 $a(PQKBTitleCode)TC0001603544 035 $a(PQKBWorkID)14652604 035 $a(PQKB)11119459 035 $a(MiAaPQ)EBC4007275 035 $a(DE-B1597)636755 035 $a(DE-B1597)9781782388692 035 $a(EXLCZ)993710000000576862 100 $a20160301h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMuseum websites and social media $eissues of participation, sustainability, trust, and diversity /$fAna Luisa Sa?nchez Laws 210 1$aNew York ;$aOxford, [England] :$cBerghahn,$d2015. 210 4$d©2015 215 $a1 online resource (211 p.) 225 1 $aMuseums and Collections 300 $aDescription based upon print version of record. 311 $a1-78920-050-4 311 $a1-78238-868-0 320 $aIncludes bibliographical references and index. 327 $aMuseum Websites and Social Media ; Contents; Illustrations; Acknowledgements; Introduction; Part I: History and Theory ; Chapter 1 Museums Online, from -Repositories to Forums ; Chapter 2 Digital Heritage and Sustainability ; Chapter 3 Trusting the Online Museum ; Part II: Practice ; Chapter 4 A Practical Social Media Primer for Museum Staff ; Chapter 5 A Survey of Museum Social Media ; Part III: Cases ; Chapter 6 The Museum of London (MOL) ; Chapter 7 The Museum of World Culture (Va?rldskulturmuseet) and the Carlotta Portal 327 $aChapter 8 Comparing Off-- and Online Aboriginal, Indigenous and 'Ethnic' Representations in -MuseumsPart IV: Futures ; Chapter 9 Augmenting the Garden of Australian Dreams at the National Museum of Australia ; Chapter 10 Cultural Interfaces to -Environmental Data at the Questacon National Science Centre, Aust; Conclusion; References; Index 330 $aOnline activities present a unique challenge for museums as they harness the potential of digital technology for sustainable development, trust building, and representations of diversity. This volume offers a holistic picture of museum online activities that can serve as a starting point for cross-disciplinary discussion. It is a resource for museum staff, students, designers, and researchers working at the intersection of cultural institutions and digital technologies. The aim is to provide insight into the issues behind designing and implementing web pages and social media to serve the broadest range of museum stakeholders. 410 0$aMuseums and collections. 606 $aCommunication in museums 606 $aSocial media 606 $aMuseums$xSocial aspects 606 $aMuseums and the Internet 610 $aCommunications Media. 610 $aMedia Studies. 610 $aMuseum Studies. 610 $aSocial Media. 610 $aWeb Pages. 615 0$aCommunication in museums. 615 0$aSocial media. 615 0$aMuseums$xSocial aspects. 615 0$aMuseums and the Internet. 676 $a069.02854678 700 $aSa?nchez Laws$b Ana Luisa$01675594 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807946603321 996 $aMuseum websites and social media$94041206 997 $aUNINA LEADER 02530nam 2200457 450 001 9910824378903321 005 20230807214834.0 010 $a2-335-05536-4 035 $a(CKB)3790000000022931 035 $a(EBL)2085417 035 $a(MiAaPQ)EBC2085417 035 $a(Au-PeEL)EBL2085417 035 $a(OCoLC)914152230 035 $a(EXLCZ)993790000000022931 100 $a20200120d2015 uy 0 101 0 $afre 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLa sensitive /$fEugene Labiche 210 1$a[Place of publication not identified] :$cLigaran,$d2015. 215 $a1 online resource (195 p.) 300 $aDescription based upon print version of record. 327 $aCouverture; Page de Copyright; Page de titre; Acte premier; Personnages; Sce?ne premie?re; Sce?ne II; Sce?ne III; Sce?ne IV; Sce?ne V; Sce?ne VI; Sce?ne VII; Sce?ne VIII; Acte deuxie?me; Sce?ne premie?re; Sce?ne II; Sce?ne III; Sce?ne IV; Sce?ne V; Sce?ne VI; Sce?ne VII; Sce?ne VIII; Sce?ne IX; Sce?ne x; Sce?ne XI; Sce?ne XII; Acte troisie?me; Sce?ne premie?re; Sce?ne II; Sce?ne III; Sce?ne IV; Sce?ne V; Sce?ne VI; Sce?ne VII; Sce?ne VIII; Sce?ne IX; Sce?ne X; Sce?ne XI; Sce?ne XII; Sce?ne XIII; Sce?ne XIV; Sce?ne XV; Sce?ne XVI; Sce?ne XVII; Sce?ne XVIII; Sce?ne XIX; Sce?ne XX; Sce?ne XXI 330 $a Extrait : BOUGNOL, lisant : Laure ! ma che?re Laure !... Enfin, nous voila? seuls!... C'est un speech que j'apprends pour re?citer ce soir a? ma fiance?e... quand sa maman sera partie... (Montrant le portrait.) C?a, c'est le portrait de ma grand-tante, mais je me persuade que c'est ma fiance?e... (Reprenant son compliment. Lisant.)""A? PROPOS DES E?DITIONS LIGARANLes e?ditions LIGARAN proposent des versions nume?riques de qualite? de grands livres de la litte?rature classique mais e?galement des livres rares en partenariat avec la BNF. Beaucoup de soins sont apporte?s a? ces versions ebook pour e?viter les fa 606 $aDrama$xHistory and criticism 606 $aFrench literature 606 $aTheater$xHistory 615 0$aDrama$xHistory and criticism. 615 0$aFrench literature. 615 0$aTheater$xHistory. 676 $a809.2 700 $aLabiche$b Eugene$0396096 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910824378903321 996 $aLa sensitive$94067995 997 $aUNINA LEADER 03079oam 2200553 c 450 001 9910155395603321 005 20260202090927.0 010 $a3-8309-8488-X 024 3 $a9783830984887 035 $a(CKB)3710000000974747 035 $a(Waxmann)9783830984887 035 $a(EXLCZ)993710000000974747 100 $a20260202d2016 uy 0 101 0 $aeng 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRE Teachers' Religious Literacy $eA qualitative analysis of RE teachers? interpretations of the biblical narrative The Prodigal Son /$fOle K. Kjørven 205 $a1st, New ed. 210 $aMünster$cWaxmann$d2016 215 $a1 online resource (202 p.) 225 0 $aReligious Diversity and Education in Europe$v31 311 08$a3-8309-3488-2 330 $aThe author conducted an empirical study on RE teachers? religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers? interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers? interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education. 330 1 $aThis book is a timely reminder of the relationship between the interpretative and dialogic dimensions of RE and how these are important ingredients in religious literacy. It implicitly shows that attempts to construct knowledge as unframed givens are intellectually problematic, as the structures around data are part of what constitutes religious literacy and knowledge. It also exemplifies how teachers play a vital framing role in the mediation of learning in the RE classroom, not just in the representation of religion, but the representation of what religious knowledge is. ? Robert A. 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