Global Action for School Libraries : : Models of Inquiry / / ed. by Barbara Schultz-Jones, Dianne Oberg.
This book focuses on inquiry-based teaching, one of the five vital aspects of the instructional work of school librarians identified in the second edition of the IFLA School Library Guidelines (2015). Effective implementation of inquiry-based teaching and learning requires a consistent instructional...
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Place / Publishing House: | Berlin ;, Boston : : De Gruyter Saur, , [2022] ©2022 |
Year of Publication: | 2022 |
Language: | English |
Series: | IFLA Publications ,
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Physical Description: | 1 online resource (XI, 285 p.) |
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Global Action for School Libraries : Models of Inquiry / ed. by Barbara Schultz-Jones, Dianne Oberg. Berlin ; Boston : De Gruyter Saur, [2022] ©2022 1 online resource (XI, 285 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda IFLA Publications , 0344-6891 ; 182 Frontmatter -- Contents -- About IFLA -- Messages from the Sponsoring Organisations -- Preface -- Part I: Developing Models of Inquiry for Teaching and Learning -- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective -- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University -- 3 The Importance of an Inquiry Model in Teaching and Learning -- 4 The Stripling Model of Inquiry -- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry -- 6 Guided Inquiry Design -- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta -- 8 Informed Learning: Engaging with Information Enables Learning -- Part II: Implementing Models of Inquiry -- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset -- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects -- 11 Exploring Social Justice Using Guided Inquiry Design -- 12 Using the Guided Inquiry Design Model at Shawnee Middle School -- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design -- 14 Not the Normal Way: Using Guided Inquiry Design in Australia -- 15 Informed Learning and Action Research for Professional Development -- 16 Making It Real: Growing Inquiry Learning Instructors -- 17 Inquiry Learning Initiatives in Japan -- 18 Public School Libraries in Inquiry-Based Learning in Japan -- 19 Using the Document de Collecte/ Collection Document with French Secondary Students -- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England -- Contributors restricted access http://purl.org/coar/access_right/c_16ec online access with authorization star This book focuses on inquiry-based teaching, one of the five vital aspects of the instructional work of school librarians identified in the second edition of the IFLA School Library Guidelines (2015). Effective implementation of inquiry-based teaching and learning requires a consistent instructional approach, based on a model of inquiry that is built upon foundations of research and best practice. The book explains the importance and significance of inquiry as a process of learning; outlines the research underpinning this process of learning; describes ways in which models of inquiry have been developed; provides recommendations for implementing the use of such models; and demonstrates how the other core instructional activities of school librarians, such as literacy and reading promotion, media and information literacy instruction, technology integration and professional development of teachers, can be integrated into inquiry. Inquiry-based learning is part of “learning to be a learner,” a lifelong pursuit involving finding and using information. Inquiry develops the skills and understandings that learners need in new information environments, whether that be as students in post-secondary institutions, as producers and creators in workplaces, or as citizens in communities. Through inquiry-based teaching, school librarians help students to build the essential skills and understandings needed for dealing with complex learning challenges, including analysis, critical thinking, and problem solving. In this book, special attention is given to the development of students’ metacognitive abilities, which are essential to their becoming life-long and life-wide learners. Issued also in print. Mode of access: Internet via World Wide Web. In English. Description based on online resource; title from PDF title page (publisher's Web site, viewed 02. Mai 2023) Inquiry-based learning. Library orientation for children. School libraries Activity programs. School libraries Aims and objectives. Forschendes Lernen. Lebenslanges Lernen. Schulbibliotheken. School libraries. models of inquiry. Branch-Mueller, Jennifer L., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Donham, Jean, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Edwards, Buffy, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb FitzGerald, Lee, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Garrison, Kasey L., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Glass, Valérie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Guillet, Marie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Harada, Violet H., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Hoggatt, Liz, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ito, Shiori, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Iwasaki, Rei, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Jones, Carol, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kasai, Yumiko, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lang Froggatt, Deborah, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Limberg, Louise, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Manck, Katy, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Maybee, Clarence, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Nemec-Loise, Jenna, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Noborimoto, Yoko, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Oberg, Dianne, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Oberg, Dianne, editor. edt http://id.loc.gov/vocabulary/relators/edt Ohira, Mutsumi, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Pangburn, Martha, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Pavey, Sarah, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Pennington, Cherity, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Sanders, Joseph, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Schultz-Jones, Barbara , editor. edt http://id.loc.gov/vocabulary/relators/edt Schultz-Jones, Barbara A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Sheerman, Alinda, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Stripling, Barbara K., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Todd, Ross J., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Toerien, Darryl, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Toerien, Jennifer, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Whisken, Anne, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter DG Plus DeG Package 2022 Part 1 9783110766820 Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2022 English 9783110993899 Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2022 9783110994810 ZDB-23-DGG Title is part of eBook package: De Gruyter EBOOK PACKAGE Library and Information Science 2022 English 9783110993189 Title is part of eBook package: De Gruyter EBOOK PACKAGE Library and Information Science 2022 9783110993103 ZDB-23-DGB EPUB 9783110772616 print 9783110772579 https://doi.org/10.1515/9783110772586 https://www.degruyter.com/isbn/9783110772586 Cover https://www.degruyter.com/document/cover/isbn/9783110772586/original |
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author_facet |
Branch-Mueller, Jennifer L., Branch-Mueller, Jennifer L., Donham, Jean, Donham, Jean, Edwards, Buffy, Edwards, Buffy, FitzGerald, Lee, FitzGerald, Lee, Garrison, Kasey L., Garrison, Kasey L., Glass, Valérie, Glass, Valérie, Guillet, Marie, Guillet, Marie, Harada, Violet H., Harada, Violet H., Hoggatt, Liz, Hoggatt, Liz, Ito, Shiori, Ito, Shiori, Iwasaki, Rei, Iwasaki, Rei, Jones, Carol, Jones, Carol, Kasai, Yumiko, Kasai, Yumiko, Lang Froggatt, Deborah, Lang Froggatt, Deborah, Limberg, Louise, Limberg, Louise, Manck, Katy, Manck, Katy, Maybee, Clarence, Maybee, Clarence, Nemec-Loise, Jenna, Nemec-Loise, Jenna, Noborimoto, Yoko, Noborimoto, Yoko, Oberg, Dianne, Oberg, Dianne, Oberg, Dianne, Oberg, Dianne, Ohira, Mutsumi, Ohira, Mutsumi, Pangburn, Martha, Pangburn, Martha, Pavey, Sarah, Pavey, Sarah, Pennington, Cherity, Pennington, Cherity, Sanders, Joseph, Sanders, Joseph, Schultz-Jones, Barbara , Schultz-Jones, Barbara , Schultz-Jones, Barbara A., Schultz-Jones, Barbara A., Sheerman, Alinda, Sheerman, Alinda, Stripling, Barbara K., Stripling, Barbara K., Todd, Ross J., Todd, Ross J., Toerien, Darryl, Toerien, Darryl, Toerien, Jennifer, Toerien, Jennifer, Whisken, Anne, Whisken, Anne, |
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author_sort |
Branch-Mueller, Jennifer L., |
title |
Global Action for School Libraries : Models of Inquiry / |
spellingShingle |
Global Action for School Libraries : Models of Inquiry / IFLA Publications , Frontmatter -- Contents -- About IFLA -- Messages from the Sponsoring Organisations -- Preface -- Part I: Developing Models of Inquiry for Teaching and Learning -- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective -- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University -- 3 The Importance of an Inquiry Model in Teaching and Learning -- 4 The Stripling Model of Inquiry -- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry -- 6 Guided Inquiry Design -- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta -- 8 Informed Learning: Engaging with Information Enables Learning -- Part II: Implementing Models of Inquiry -- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset -- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects -- 11 Exploring Social Justice Using Guided Inquiry Design -- 12 Using the Guided Inquiry Design Model at Shawnee Middle School -- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design -- 14 Not the Normal Way: Using Guided Inquiry Design in Australia -- 15 Informed Learning and Action Research for Professional Development -- 16 Making It Real: Growing Inquiry Learning Instructors -- 17 Inquiry Learning Initiatives in Japan -- 18 Public School Libraries in Inquiry-Based Learning in Japan -- 19 Using the Document de Collecte/ Collection Document with French Secondary Students -- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England -- Contributors |
title_sub |
Models of Inquiry / |
title_full |
Global Action for School Libraries : Models of Inquiry / ed. by Barbara Schultz-Jones, Dianne Oberg. |
title_fullStr |
Global Action for School Libraries : Models of Inquiry / ed. by Barbara Schultz-Jones, Dianne Oberg. |
title_full_unstemmed |
Global Action for School Libraries : Models of Inquiry / ed. by Barbara Schultz-Jones, Dianne Oberg. |
title_auth |
Global Action for School Libraries : Models of Inquiry / |
title_alt |
Frontmatter -- Contents -- About IFLA -- Messages from the Sponsoring Organisations -- Preface -- Part I: Developing Models of Inquiry for Teaching and Learning -- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective -- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University -- 3 The Importance of an Inquiry Model in Teaching and Learning -- 4 The Stripling Model of Inquiry -- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry -- 6 Guided Inquiry Design -- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta -- 8 Informed Learning: Engaging with Information Enables Learning -- Part II: Implementing Models of Inquiry -- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset -- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects -- 11 Exploring Social Justice Using Guided Inquiry Design -- 12 Using the Guided Inquiry Design Model at Shawnee Middle School -- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design -- 14 Not the Normal Way: Using Guided Inquiry Design in Australia -- 15 Informed Learning and Action Research for Professional Development -- 16 Making It Real: Growing Inquiry Learning Instructors -- 17 Inquiry Learning Initiatives in Japan -- 18 Public School Libraries in Inquiry-Based Learning in Japan -- 19 Using the Document de Collecte/ Collection Document with French Secondary Students -- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England -- Contributors |
title_new |
Global Action for School Libraries : |
title_sort |
global action for school libraries : models of inquiry / |
series |
IFLA Publications , |
series2 |
IFLA Publications , |
publisher |
De Gruyter Saur, |
publishDate |
2022 |
physical |
1 online resource (XI, 285 p.) Issued also in print. |
contents |
Frontmatter -- Contents -- About IFLA -- Messages from the Sponsoring Organisations -- Preface -- Part I: Developing Models of Inquiry for Teaching and Learning -- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective -- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University -- 3 The Importance of an Inquiry Model in Teaching and Learning -- 4 The Stripling Model of Inquiry -- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry -- 6 Guided Inquiry Design -- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta -- 8 Informed Learning: Engaging with Information Enables Learning -- Part II: Implementing Models of Inquiry -- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset -- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects -- 11 Exploring Social Justice Using Guided Inquiry Design -- 12 Using the Guided Inquiry Design Model at Shawnee Middle School -- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design -- 14 Not the Normal Way: Using Guided Inquiry Design in Australia -- 15 Informed Learning and Action Research for Professional Development -- 16 Making It Real: Growing Inquiry Learning Instructors -- 17 Inquiry Learning Initiatives in Japan -- 18 Public School Libraries in Inquiry-Based Learning in Japan -- 19 Using the Document de Collecte/ Collection Document with French Secondary Students -- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England -- Contributors |
isbn |
9783110772586 9783110766820 9783110993899 9783110994810 9783110993189 9783110993103 9783110772616 9783110772579 |
issn |
0344-6891 ; |
callnumber-first |
Z - Library Science |
callnumber-subject |
Z - Books and Writing |
callnumber-label |
Z675 |
callnumber-sort |
Z 3675 S3 G56 42022. |
url |
https://doi.org/10.1515/9783110772586 https://www.degruyter.com/isbn/9783110772586 https://www.degruyter.com/document/cover/isbn/9783110772586/original |
illustrated |
Not Illustrated |
dewey-hundreds |
000 - Computer science, information & general works |
dewey-tens |
020 - Library & information sciences |
dewey-ones |
027 - General libraries |
dewey-full |
027.8 |
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227.8 |
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doi_str_mv |
10.1515/9783110772586 |
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</subfield><subfield code="c">[2022]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2022</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (XI, 285 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="b">PDF</subfield><subfield code="2">rda</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">IFLA Publications ,</subfield><subfield code="x">0344-6891 ;</subfield><subfield code="v">182</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Frontmatter -- </subfield><subfield code="t">Contents -- </subfield><subfield code="t">About IFLA -- </subfield><subfield code="t">Messages from the Sponsoring Organisations -- </subfield><subfield code="t">Preface -- </subfield><subfield code="t">Part I: Developing Models of Inquiry for Teaching and Learning -- </subfield><subfield code="t">1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective -- </subfield><subfield code="t">2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University -- </subfield><subfield code="t">3 The Importance of an Inquiry Model in Teaching and Learning -- </subfield><subfield code="t">4 The Stripling Model of Inquiry -- </subfield><subfield code="t">5 FOSIL: Developing and Extending the Stripling Model of Inquiry -- </subfield><subfield code="t">6 Guided Inquiry Design -- </subfield><subfield code="t">7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta -- </subfield><subfield code="t">8 Informed Learning: Engaging with Information Enables Learning -- </subfield><subfield code="t">Part II: Implementing Models of Inquiry -- </subfield><subfield code="t">9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset -- </subfield><subfield code="t">10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects -- </subfield><subfield code="t">11 Exploring Social Justice Using Guided Inquiry Design -- </subfield><subfield code="t">12 Using the Guided Inquiry Design Model at Shawnee Middle School -- </subfield><subfield code="t">13 Curiosity, Conversation, and Connection Through Guided Inquiry Design -- </subfield><subfield code="t">14 Not the Normal Way: Using Guided Inquiry Design in Australia -- </subfield><subfield code="t">15 Informed Learning and Action Research for Professional Development -- </subfield><subfield code="t">16 Making It Real: Growing Inquiry Learning Instructors -- </subfield><subfield code="t">17 Inquiry Learning Initiatives in Japan -- </subfield><subfield code="t">18 Public School Libraries in Inquiry-Based Learning in Japan -- </subfield><subfield code="t">19 Using the Document de Collecte/ Collection Document with French Secondary Students -- </subfield><subfield code="t">20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England -- </subfield><subfield code="t">Contributors</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">restricted access</subfield><subfield code="u">http://purl.org/coar/access_right/c_16ec</subfield><subfield code="f">online access with authorization</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This book focuses on inquiry-based teaching, one of the five vital aspects of the instructional work of school librarians identified in the second edition of the IFLA School Library Guidelines (2015). Effective implementation of inquiry-based teaching and learning requires a consistent instructional approach, based on a model of inquiry that is built upon foundations of research and best practice. The book explains the importance and significance of inquiry as a process of learning; outlines the research underpinning this process of learning; describes ways in which models of inquiry have been developed; provides recommendations for implementing the use of such models; and demonstrates how the other core instructional activities of school librarians, such as literacy and reading promotion, media and information literacy instruction, technology integration and professional development of teachers, can be integrated into inquiry. Inquiry-based learning is part of “learning to be a learner,” a lifelong pursuit involving finding and using information. Inquiry develops the skills and understandings that learners need in new information environments, whether that be as students in post-secondary institutions, as producers and creators in workplaces, or as citizens in communities. Through inquiry-based teaching, school librarians help students to build the essential skills and understandings needed for dealing with complex learning challenges, including analysis, critical thinking, and problem solving. In this book, special attention is given to the development of students’ metacognitive abilities, which are essential to their becoming life-long and life-wide learners.</subfield></datafield><datafield tag="530" ind1=" " ind2=" "><subfield code="a">Issued also in print.</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Mode of access: Internet via World Wide Web.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 02. Mai 2023)</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Inquiry-based learning.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Library orientation for children.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">School libraries</subfield><subfield code="x">Activity programs.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">School libraries</subfield><subfield code="x">Aims and objectives.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Forschendes Lernen.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Lebenslanges Lernen.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Schulbibliotheken.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">School libraries.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">models of inquiry.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Branch-Mueller, Jennifer L., </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Donham, Jean, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Edwards, Buffy, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">FitzGerald, Lee, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield 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