These tools contributed to The Art of Living from Art, a course and repository that he gathered into a single volume in the first decade of the new millennium.ĭuring the 1970s and 1980s, in Mexico there was a marked proliferation of production, communication and management manuals developed by artists for use across a broad range of sectors. 2 In addition to this publication, during the 1980s he produced a number of manuals devoted to mural painting, cultural management, artistic administration, exhibition design and press distribution. The core concept he proposed was use of the stencil duplicator or mimeograph, the material result of which –dedicated to the editorial cooperative- would become popularly known as the Manual del editor con huaraches. 1 In the early 1980s, Ehrenberg dedicated himself to transmitting this critical function, through different editorial production workshops and among non-specialized circles in Mexico. "When sixteen-year old Gabriela's death is foretold by a letter, she must complete her 'wrap-up list' before she's forced to say goodbye"-Provided by publisher.Questioning, improving upon and going beyond the printed word are, according to Felipe Ehrenberg, the duties of the teacher. Note that the text of the summary should not end with a period.Įxample of a summary as placed in the summary box on the CIP application: After the closing quotes, label the summary as being publisher-supplied by including this exact text and formatting:.Enclose entire summary in quotation marks.Use the summary box on the CIP application.Publishers wishing to submit summaries for inclusion in Library of Congress catalog records and willing to comply fully with the CIP Guidelines for Summaries must follow these steps: Guidelines for AnnotationsĪdditional information on writing annotations is available in the book, Cataloging Correctly for Kids, available from the American Library Association (external link). "Eight-year-old Alice" is more effective than "a very young girl." Effort is usually made not to give away too much of the story, particularly the ending, although there are no ironclad rules regarding this.Īn example is the summary assigned for the Frances Hodgson Burnett classic The Secret Garden: Ten-year-old orphan Mary Lennox comes to live in a lonely house on the Yorkshire moors and discovers an invalid cousin and the mysteries of a locked garden. In cataloging fiction, the cataloger tries to mention the name and age of the main character, where appropriate, as well as the setting, time period, and key elements of plot or theme. Because the intended audience for these summaries includes both children and the adults who work with them (parents, teachers, librarians), the summary does not need to match the reading level of the work in hand, but using language that suggests the flavor of the work is considered to be a benefit. ![]() Present tense and active voice are favored. Style is intended to conform to the guidelines set out by the University of Chicago's A Manual of Style (commonly referred to as the Chicago style manual). Special features of the work ("Includes related activities" or "Features movable flaps") are included in a note field and are not usually part of the summary. Catalogers do not normally count words and retain the right of flexibility, using as many words necessary to describe the work adequately and accurately. A sentence of twenty-five to thirty words in length is preferred. One of the key elements of the Children’s and Young Adults’ Cataloging Program is a brief, non-critical, one-sentence annotation (commonly referred to as the summary) that describes the content of the work being cataloged without making any judgmental statements. « Back to Technical Information Children’s and Young Adults’ Cataloging Program Summaries Writing Summaries
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