Suchergebnisse

Original digitized January 14, 2015 ; July 1993 edition of CCML Council Quotes. In this issue, the July CCML meeting is introduced; the Access Colorado Library Information Network (ACLIN) is up and running; Anita Westwood reports from her new position at St. Pete Jr. College; new CCML member Lorene Nash is introduced; Debra Davis and Margi Stewart present the profiles of new CCML members Mary Walsh, Minna Sellers, Glen Pflum, Mary Kircher, Nancy Meyer, Abbie Johnson, Dorothy McBride, Camilla Walker, and Carole Hirschfield; also in this issue, highlights from the Executive Committee meeting; Sara Jean Jackson asks for support from CCML with MLAs legislative activities; Bette Jean Ingui provides an update from SLA; and Mary Langman announces that "Senate Bill #1: the National Institutes of Health (NIH) Revitalization Act of 1993" has passed. Articles in this issue include "Estrogen Replacement Therapy" by Barb Griss, and "A Complex Question of Odds: Hormones vs. No Treatment" by Maryann Napoli.

Alicia Delgadillo is a former senior program coordinator of the Native American Research and Training Center at the University of Arizona College of Medicine. Miriam A. Perrett is a former systems librarian at the University of Wales, Lampeter (now the University of Wales Trinity Saint David).

Introduction. Since the outbreak of the COVID-19 pandemic, the government has stopped all face-to-face learning activities and replaced it with an online distance learning process. With this change in the learning system, there needs to be readiness from various parties such as students, educators, availability of communication tools, internet network support and support for learning facilities by implementing digital-based services.Data Collection Methods. This paper tries to explore the readiness of university libraries in supporting the distance learning process in a study at the Kandaga central library, Padjadjaran University. This research uses a qualitative approach with case study research. Data collection techniques were carried out through observation, interviews and literature study. The subject of the research is the librarian of the Kandaga UNPAD central library and the object of the research is library service activities.Data Analysis. For the data analysis technique, the data reduction stage, data presentation and conclusion-making stages are carried out.Results and Discussion. Based on the results of the study, it is known that the outbreak of the COVID-19 pandemic has changed learning activities that were previously carried out face-to-face into an online learning process. Then related to the readiness of libraries to support distance learning in this study, it is seen from the aspect of human resources, namely librarians, aspects of collections and supporting facilitiesConclusion. For the aspect of human resources in supporting the distance learning process, the Kandaga central library, Unpad has prepared librarians based on the grouping of faculties in UNPAD, for library collections it has provided various digital collections in the form of e-books, e-journals and various other digital collections, Meanwhile, for service facilities, apart from providing the Unpad website, it also provides social media-based services such as WhatsApp, Instagram and several other social media.Keywords: pandemic covid-19; readiness, library services, digital collections; college library; distance education.

State of Change: Civil Rights and the Virginia Constitution, a Bridgewater College Special Collections exhibit opened April 16, 2021. The exhibit celebrated the 50th anniversary of the 1971 Virginia Constitution. State of Change utilized Bridgewater College's Robert R. Newlen '75 and John C. Bradford Special Collections' primary sources to explore civil rights in Virginia, especially within the context of differences between the 1971 (current) and 1902 (earlier) Virginia Constitution. The exhibit focused on themes of Virginia constitutional history, slavery in the Shenandoah Valley, African American voting rights, criminal justice, the Civil Rights movement in Virginia, and work by the Church of the Brethren The exhibit team was managed by Librarian Stephanie Gardner and included Special Collections interns Nathan Bademian and Decklan Wilkerson, both Class of 2021. Kylee Lorio, BC Digital Scholarship Guru, Class of 2022, was the exhibit's graphic designer. Dr. Stephen L. Longenecker, Bridgewater College Edwin L. Turner Distinguished Professor of History was a special guest contributor. Librarian Taylor Baugher designed, coded, and managed the exhibit's website. Baugher also managed the creation of a video introducing the project. Librarian Vickie Montigaud-Green created a display of circulating materials that was exhibited in the John Kenny Forrer Learning Commons. In addition, Montigaud-Green and Bademian curated a robust list of further reading for inclusion on the exhibit's website. The exhibit's website has been preserved and shared here as pdf files.

Considered a great tool of democracy,1 libraries are open to all who choose to use them, regardless of race, gender, or creed. Therein lies both the greatest strength and weakness of libraries: because libraries provide resources chosen by librarians for patron use, libraries unwittingly "deny access to their resources to certain social classes." In diverse communities, libraries are often limited as to the extent to which they are able to deal with varied, and sometimes unknown, information needs. All of this leads to the questions of who is well served by libraries and who is left behind. ; Presentation ; Includes bibliographical references.

[Chapter excerpt] "We aim to situate and critically interrogate the increasingly privileged role of data within library and information literacy outreach on college and university campuses. Following a brief discussion of data in a college context, we provide a lesson plan that adapts critical information literacy and critical data librarianship to draw entirely on open data. we ask librarian and students together to consider a series of interrelated questions and activities. This lesson plan is focused on the topic of remittances to the Philippines, but it could be adapted to any topic for which World Bank data is available." [for the two-volume series] Critical pedagogy incorporates inclusive and reflective teaching for aims of social justice; it provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Teaching librarians have long incorporated social justice into their work, but focused interest in critical library pedagogy has grown rapidly in recent years. In two volumes, the Critical Library Pedagogy Handbook works to make critical pedagogy more accessible for library educators, examining both theory and practice.

[Chapter excerpt] "We aim to situate and critically interrogate the increasingly privileged role of data within library and information literacy outreach on college and university campuses. Following a brief discussion of data in a college context, we provide a lesson plan that adapts critical information literacy and critical data librarianship to draw entirely on open data. we ask librarian and students together to consider a series of interrelated questions and activities. This lesson plan is focused on the topic of remittances to the Philippines, but it could be adapted to any topic for which World Bank data is available." [for the two-volume series] Critical pedagogy incorporates inclusive and reflective teaching for aims of social justice; it provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Teaching librarians have long incorporated social justice into their work, but focused interest in critical library pedagogy has grown rapidly in recent years. In two volumes, the Critical Library Pedagogy Handbook works to make critical pedagogy more accessible for library educators, examining both theory and practice.

6 p., ill., Vol. 12 No. 1, Winter 2008; C-Labs: Digital Media Online Service; You Asked. We Listened!; Tech Talk; Net-Scope; E.T.C. Electronic Tips Corner; Facts at Your Fingertips; Database Data; Quick Quiz; Bellevue University Library presents: Food for Fines; Video Review of: ""1968 with Tom Brokaw: The Year That Changed Everything""; Book Review of: ""Marketing Through Search Optimization: How People Search and How to be Found on the Web""; Journal Review of: ""Journal of Information Technology & Politics""; New Arrivals; Bulletin Board: Amnesty, Book Sale, Gingerbread House Raffle, Holiday Hours, Quick Quiz Results, Library Display Cases; Did You Know.; A Special Thought; Future Feature

Since the publication of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education librarians have grappled with the purposes, impact, and meaning of this teaching document for their daily instructional practice, for curriculum development, and for institutional and programmatic assessment goals. A strength of the Framework is its emphasis on context, an emphasis aligned with the goals of critical pedagogy and one that acknowledges investment in specific community needs. This article reflects on an attempt to contextualize the Framework for an information literacy program concerned with social justice and student agency by connecting it with the American Library Association's (ALA) Core Values of Librarianship. Specifically, the authors mapped the Core Values of Librarianship, such as democracy, diversity, the public good, and social responsibility, to the ACRL Framework as a means to put into instructional practice our values as librarians.

Female articulation and the librarian (or, so hard to say) / Michelle Reale -- Part I. Emotional work and ethics of care -- Behavioral expectations for the mommy librarian : the successful reference transaction as emotional labor / Celia Emmelhainz, Erin Pappas, and Maura Seale -- Nothing more than a gear in your car : neutrality and feminist reference in the academic library / Nina Clements -- Purposeful and productive care : the feminist ethic of care and the reference desk / Sara Howard -- Feminist reference services : transforming relationships through an ethic of care / Sharon Ladenson -- A woman's work is never done : reference outside the library / Kelly McElroy -- Part II. Ways of doing and rethinking the work -- Seeing writing center practices through a feminist lens & applying the lessons learned to reference desk practice / Dory Cochran -- Margaret Fuller's legacy interpreted for the postmodern library / Mellissa J. Hinton -- Proceed with care : reviewing reference services through the feminist lens / Elizabeth Hoppe and Karen Jung -- Feminist pedagogy and special collections reference : shifting the balance / Melanie J. Meyers -- Filling in the gaps : using zines to amplify the voices of people who are silenced in academic research / Dawn Stahura -- Information of my own : peer reference and feminist pedagogy / Lauren Wallis -- Social justice in the stacks : opening the borders of feminism in libraries / Gina Watts -- Part III. Intersectional and collaborative work -- Intersectionality at the reference desk : lived experiences of women of color librarians / Rose L. Chou and Annie Pho -- Reference and beyond : aspiring librarians and intersectional feminist strategies / Nicole A. Cooke, Jennifer Margolis Jacobs, Katrina Spencer, Chloe Collins, and Rebekah Loyd -- Feminist pedagogy and the critical catalog / Katherine Crowe and Erin Elzi -- Feminist LibGuides : towards inclusive practices in guide creation, use, and reference interactions / Amanda Meeks -- Exploring a feminist disability studies reference desk / Brian A. Sullivan and Malia Willey -- LIS graduate student workers, feminist pedagogy, and the reference desk : praxis and a narrative / Raina Bloom -- Feminist pedagogy and the reference desk : a conversation / Jeremy McGinniss and Angela Pashia -- The creature questions its reflection : lyrical feminist explorations of reference desk interactions / Corinne Gilroy and Alexandrina Hanam

This is a letter from Springfield College's seventh president Donald C. Stone to SC alumnus R. William Jones (January 22, 1957). The letter is in response to Jones's letter on January 14, 1957. In the letter, Stone mentioned Luther Evans, an American political scientist who served as the tenth Librarian of Congress and third Director-General of UNESCO. ; Renato William Jones, also known as R. William, or simply William Jones, is a member of Class 1928 of Springfield College (then known as International YMCA College). Jones was a British basketball executive and popularizer of basketball in Europe and in Asia. He was born on October 5, 1905 in Rome, Italy. After graduating from Springfield College, he spent a year working as a playground director at a YMCA in Adana, Turkey. From 1929 to 1932, he returned to the International YMCA School of Physical Education in Geneva, where he worked as an assistant for Dr. Elmer Berry. From 1932 to 1957, he remained in Switzerland and continued working with the YMCA in a variety of capacities. From 1956 to 1968, he moved to Germany to work at the UNESCO Institute for Youth. Jones was one of the founding fathers of the Fédération Internationale de Basketball Amateur (FIBA) in 1932 and served as the first Secretary-General from 1932 until 1976. Later, he was made secretary general of the International Council of Sport and Physical Education in 1958. He was elected to the Naismith Memorial Basketball Hall of Fame in 1964 and the FIBA Hall of Fame in 2007. He was also made a patron of the Amateur Basketball Association of England in 1973. Jones was a long-time trustee of Springfield College, and in 1968 the school awarded him an Honorary Doctor of Humanics. He passed away on April 22, 1981. Donald Crawford Stone (1903-1995) was raised in Cleveland and graduated from Colgate University. He was an educator and federal planner in the Roosevelt and Truman Administrations. Stone also served as executive director of the Public Administration Service and as assistant budget director for the White House. He next served as director of administration for the Economic Cooperation Administration and the Mutual Security Administration. Stone helped organize the Marshall Plan for Europe, United States assistance programs in Asia and Unesco. In 1953, he left government service to become president of Springfield College in Massachusetts, a position he held until 1957. Stone then became dean of the Graduate School of Public and International Affairs at the University of Pittsburgh. From 1975 to 1990, he taught at Carnegie-Mellon University.

In this essay, I illustrate a particular instance of how the construction of knowledge can be democratized in a way that simultaneously preserves shared ideas of trust and reliability, via effective collaborations of students, scholars and archivists. The described project that was started in 2015, was collaboratively designed by archivists and historians with the La Guardia & Wagner Archives ("the Archives") and LaGuardia Community College's faculty and librarians, and involves beginning college students in the production of a needed public history of the outbreak and impact of HIV/AIDS in New York City. This works demonstrates how community college students can become junior scholars working with primary source archival collections in a manner similar to researchers working on projects as part of institutional fellowships. Utilization of a Wikipedia as a non-commercial, public, open access information source also succeeds in raising web traffic, visibility and accessibility for unique and valuable archival collections. Collaborations across disciplines and departments and partnerships between people can allow for libraries and archives to take on new roles as new conductors of the inclusive creation of public histories.

This service activity aims to provide training on the use of economic value waste to librarians and youth of Siak Sakti village, Siak. This is a continuation of the previous program that has been running, namely screen printing training to provide an alternative source of income for the youth of Sialang Sakti village who have several limitations so that they cannot continue their education to college due to economic factors. Therefore, it is necessary to make efforts to maximize the potential of the area, for example the village library. Sialang Sakti Village already has a Bina Ilmu village library which has been trusted as an inclusive library so that it has the opportunity to empower the community around the village. The target of this activity is to provide skills for librarians to process waste to add to the aesthetics of the library space and advanced screen printing training to the youth of Sialang Sakti village. The output produced is that librarians are able to process various wastes to improve the aesthetic appearance of the library space and the skills of youth to create a creative economy that is being developed by the Government of the Republic of Indonesia. This activity is a collaboration between a team of service lecturers who have expertise in the use of waste-based learning media and experts in screen printing.

Colleges and universities often overlook academic libraries as venues for deliberative democracy. As agencies that span boundaries across traditional structural and political barriers, libraries are ideal hubs for practicing democracy on campus. They can offer safe spaces for dialogue, engaging programs about real issues in American democracy, and opportunities for students to learn civic literacy skills essential to a self-governing society. By repositioning themselves to advance the civic mission of higher education, academic librarians are poised to become essential partners and catalysts for preparing the next generation to participate in a flourishing 21st century democracy.

Colleges and universities often overlook academic libraries as venues for deliberative democracy. As agencies that span boundaries across traditional structural and political barriers, libraries are ideal hubs for practicing democracy on campus. They can offer safe spaces for dialogue, engaging programs about real issues in American democracy, and opportunities for students to learn civic literacy skills essential to a self-governing society. By repositioning themselves to advance the civic mission of higher education, academic librarians are poised to become essential partners and catalysts for preparing the next generation to participate in a flourishing 21st century democracy.