Journal articles on the topic 'Friends of the library United States'
To see the other types of publications on this topic, follow the link: Friends of the library United States.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Friends of the library United States.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fix, Hans. "IV. Konrad Maurers Briefe in öffentlichen Sammlungen mit einer Probe seiner Briefe aus Christiania 1876." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Germanistische Abteilung 139, no. 1 (July 1, 2022): 112–45. http://dx.doi.org/10.1515/zrgg-2022-0004.
Full textAbstract:
Abstract Konrad Maurer’s Letters in Public Library and Archive Collections. This paper accounts for both the hitherto little known depositories and the considerable amount of widely dispersed letters that came down to us written by Konrad Maurer, professor of law in Munich, between 1846 and 1900 to colleagues and friends in Germany, England, the Nordic Countries, and the United States of America. This account is supplemented by lists of letters both of Konrad Maurer’s wife Valérie on his behalf and of the relatively few letters to Konrad Maurer that have survived.
2
Miller, Robin E. "Public Library Users are Challenged by Digital Information Preservation." Evidence Based Library and Information Practice 8, no. 1 (March 14, 2013): 94. http://dx.doi.org/10.18438/b8gk67.
Full textAbstract:
A review of: Copeland, A. J. (2011). Analysis of public library users’ digital preservation practices. Journal of the American Society for Information Science and Technology, 62(7), 1288-1300. doi:10.1002/asi.21553
Objective – To discover the factors that influence digital information preservation practices and attitudes of adult public library users.
Design – Mixed methodology combining matrix questionnaires, interviews, and visual mapping.
Setting – Urban public library on the East Coast of the United States.
Subjects – 26 adult members of a public library’s Friends group.
Methods – The researcher conducted semi-structured interviews with 26 participants. All participants drew maps to indicate the types of information they value and why, and their preferences for information storage and maintenance. Qualitative data were supplemented by a matrix questionnaire on which 22 participants identified the types of digital information they maintain, and modes of storage.
Main Results – Some public library users may store and organize information inconsistently, utilizing a variety of digital devices. Technical, social, and emotional context influences choices about organization, sharing of information, and short- and long-term preservation. Users reported placing a higher value on born digital information, and information that they had shared with others.
Conclusion – Public librarians may have a role in facilitating growth of patron knowledge about creation, storage, preservation, and sharing of personal digital information.
3
Richardson, Brittany. "Interesting Patterns Found When Academic and Public Library Use by Foreign-born Students Is Assessed Using ‘Super-Diversity’ Variables." Evidence Based Library and Information Practice 14, no. 4 (December 12, 2019): 182–84. http://dx.doi.org/10.18438/eblip29644.
Full textAbstract:
A Review of:
Albarillo, F. (2018). Super-diversity and foreign-born students in academic libraries: A survey study. portal: Libraries and the Academy, 18(1), 59-91. https://doi.org/10.1353/pla.2018.0004
Abstract
Objective – To evaluate the relationship between academic and public library usage and various characteristics of foreign-born students.
Design – Survey questionnaire.
Setting – Medium-sized public liberal arts college in the northeastern United States.
Subjects – 123 foreign-born students enrolled at the institution in fall 2014.
Methods – The researcher emailed a five-part survey to participants who indicated on a screening survey that they were foreign-born students currently enrolled at the college. Of the participants emailed, 94 completed the survey. The survey used a super-diversity lens to assess academic and public library use by foreign-born students in relationship to multiple variables, including student status, race and ethnicity, immigration status, first-generation student status, gender, age, age of arrival in the United States (US), years living in the US, and ZIP Code (used to approximate median income based on the US Census Bureau’s 2014 American Community Survey). Respondents reported frequency of use on a Likert-type scale of 1=Never to 6=Always. The author adapted items from the In Library Use Survey Instrument (University of Washington Libraries, 2011). Usage types included: computer, Wi-Fi, staff assistance, electronic resources, physical resources, printing/scanning/photocopying, program attendance, and physical space. Independent sample t-tests were used to evaluate mean differences in reported library usage based on demographic variables. The author used Somers’ d statistical tests to explore the relationship between library use and age, age on arrival in the US, years lived in the US, and median income. The survey asked participants to describe both academic and public libraries in five words. To show term frequency, the author used word clouds as a visualization technique.
Main Results – The study reported on the results of the library use survey section. Overall, foreign-born students used college libraries more frequently than public libraries. The author reported on findings that were statistically significant (p ≤ 0.5), focusing on those with mean differences ≥ 0.5. Key findings included: undergraduate students used public libraries and Wi-Fi/e-resources onsite at college libraries more often than graduate students; first-generation students gathered at the library with friends more frequently; no significant difference was reported in library resource use by gender; and non-white students used the college library more frequently as a study space and for printing. The author was surprised no significant differences in usage were found between participants with permanent vs. temporary immigration status. Somers’ d associations showed an inverse relationship between age and Wi-Fi use and age of arrival in the United States and likelihood of eating in the library. Overall, both library types were positively described in open-ended responses as places with social and academic value.
Conclusion – The author suggested the concept of super-diversity equips librarians with a more inclusive approach to studying library user perspectives and behaviors. The author used survey data and the Association of College and Research Libraries (ACRL) Diversity Standards (2012) to highlight library service considerations for foreign-born students. Examples of suggested service improvements included supporting printing in Unicode non-English fonts, cultivating a diverse library staff, and providing culturally appropriate library orientations and outreach. The author recommended that more research with foreign-born students was needed to assess culturally appropriate areas for eating and socializing, unique information needs, and expectations and awareness of library services. The author suggested first-generation students’ use of the library for socializing and non-white students’ higher use of libraries for studying as two areas for further qualitative study. The author also suggested creating services and partnerships between public and academic libraries could support foreign-born students, even recommending cross-training of library staff.
4
Johnson, Wendell G. "A Review of “America Goes Green: An Encyclopedia of Eco-Friendly Culture in the United States”." Community & Junior College Libraries 18, no. 3-4 (December 2012): 173–74. http://dx.doi.org/10.1080/02763915.2012.782247.
Full text
5
Joo, Soohyung, Erin Ingram, and Maria Cahill. "Exploring Topics and Genres in Storytime Books: A Text Mining Approach." Evidence Based Library and Information Practice 16, no. 4 (December 15, 2021): 41–62. http://dx.doi.org/10.18438/eblip29963.
Full textAbstract:
Objective – While storytime programs for preschool children are offered in nearly all public libraries in the United States, little is known about the books librarians use in these programs. This study employed text analysis to explore topics and genres of books recommended for public library storytime programs. Methods – In the study, the researchers randomly selected 429 children books recommended for preschool storytime programs. Two corpuses of text were extracted from the titles, abstracts, and subject terms from bibliographic data. Multiple text mining methods were employed to investigate the content of the selected books, including term frequency, bi-gram analysis, topic modeling, and sentiment analysis. Results – The findings revealed popular topics in storytime books, including animals/creatures, color, alphabet, nature, movements, families, friends, and others. The analysis of bibliographic data described various genres and formats of storytime books, such as juvenile fiction, rhymes, board books, pictorial work, poetry, folklore, and nonfiction. Sentiment analysis results reveal that storytime books included a variety of words representing various dimensions of sentiment. Conclusion – The findings suggested that books recommended for storytime programs are centered around topics of interest to children that also support school readiness. In addition to selecting fictionalized stories that will support children in developing the academic concepts and socio-emotional skills necessary for later success, librarians should also be mindful of integrating informational texts into storytime programs.
6
Maqque, Víctor. "El legado de Sabine MacCormack en los Andes." Allpanchis 46, no. 83-84 (December 30, 2019): 287–98. http://dx.doi.org/10.36901/allpanchis.v46i83-84.272.
Full textAbstract:
La doctora Sabine MacCormack, una historiadora de estudios clásicos y andinos, ha legado su extraordinaria biblioteca al Instituto de Pastoral Andina (IPA) en el Perú. La profesora Sabine fue reconocida por su labor académica ejemplar, por sus imprescindibles libros y numerosos artículos sobre la compleja historia colonial de los Andes. Su trayectoria de Alemania al Reino Unido y luego a los Estados Unidos ha sido tan significativa como la magnitud de sus investigaciones del mundo clásico grecorromano y la Latinoamérica colonial. Sus colegas y amigos, reflexionando sobre su trágico fallecimiento, han coincidido en la importancia de un examen intelectual exhaustivo de mundos aparentemente desconectados como el que Sabine llevó a cabo. Los aportes de Sabine, sin embargo, continúan vibrantes en los numerosos seguidores de sus estudios y en la colosal biblioteca personal que con tanto esmero atesoró y organizó y que ahora se encuentra en el Perú.
Abstract
Dr. Sabine MacCormack, a historian of Classics and of the Andes, left her extraordinary library to the Instituto Pastoral Andina (IPA) in Perú. Professor MacCormack was recognized by her exemplary scholarship, her books, and numerous articles examining the complex history of colonial Andes. Her trajectory from Germany to England, and then to the United States was as significant as the scope of her studies from the classic Greco-Roman to the Andean world. Her colleagues and friends on mourning her tragic death reflected on the importance of a comprehensive intellectual inquiry into the seemingly detached societies that MacCormack studied. The contributions of MacCormack, however, continue thriving on the number of followers of her studies and her carefully collected and curated library that is now located in Peru.
7
Bareiss, Warren, and Lizah Ismail. "American Archive of Public Broadcasting." Charleston Advisor 22, no. 2 (October 1, 2020): 8–13. http://dx.doi.org/10.5260/chara.22.2.8.
Full textAbstract:
The American Archive of Public Broadcasting (AAPB) features almost 40,000 hours of audio and video recordings produced among noncommercial broadcasting stations across the United States from the late 1940s to the 2010s. All 40,000 hours of broadcasts are accessible at WGBH in Boston and at the Library of Congress. A large portion of those hours—about 7,000 programs—is directly available via online streaming at no cost via <<ext-link ext-link-type="uri" xlink:href="https://americanarchive.org/">https://americanarchive.org/</ext-link>>. Data pertaining to the entire collection is also accessible via the website. AAPB offers a wealth of audio and video programs for teaching, scholarship, and entertainment in a user-friendly interface that makes browsing and searching AAPB relatively easy for novice and expert searchers.
8
Singer, Bayla. "Friends of the United States Air Force Academy Library. The Genesis of Flight: The Aeronautical History Collection of Colonel Richard Gimbel. xii + 372 pp., illus., app., bibl., index. Seattle: University of Washington Press, 2000. $60." Isis 93, no. 2 (June 2002): 365–66. http://dx.doi.org/10.1086/345063.
Full text
9
Wilson, Virginia. "Post-Secondary Students Prefer IM to Email for Personal and Social Communication." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 61. http://dx.doi.org/10.18438/b82s56.
Full textAbstract:
A review of:
Lancaster, Sean, David C. Yen, Albert H. Huang, and Shin-Yuan Hung. “The Selection of Instant Messaging or E-mail: College Students’ Perspective for Computer Communication.” Information Management & Computer Security 15.1 (2007): 5-22.
Objective – This study investigates college students’ perceptions of instant messaging (IM) and e-mail for conveying emotions, aiding in relationship building, ease of use, and reliability.
Design – A survey consisting of 59 questions was administered to 1,000 college students, resulting in 545 usable responses.
Setting – The research took place at a midwestern university in the United States.
Subjects – 1,000 Management Information Systems (MIS) college students.
Methods – A 59-question survey was distributed to 1,000 MIS students during the 2005 academic year. 545 usable responses were returned. Participation was voluntary. During the pre-phase of the research, four categories were determined: emotion, relationship, usage, and reliability. Questions were then written for a pilot study using Likert scaling. The post-research phase involved evaluating the questions linguistically to ensure proper word usage, comprehension, and lack of bias.
Main Results – The questions in the section on conveying emotion dealt with how well the two technologies (e-mail and IM) communicated feelings and emotions. While both technologies were acknowledged as being able to communicate more than merely text, IM was clearly preferred for expressing emotion. Fifty-two percent of the respondents strongly agreed or agreed that they used emoticons (originally symbols created with letters and special characters; later evolving into graphical images produced and made available by IM companies) to express emotion in IM, while fewer than 11% agreed or strongly agreed that they did so in e-mail. More than 70% of the respondents strongly agreed or agreed that their friends used emoticons in IM, while fewer than 14% strongly agreed or agreed that their friends used emoticons in e-mails. More than 75% of respondents agreed that it is easier to convey emotions in IM than via e-mail.
Analysis on the questions that dealt with the technologies as useful relationship builders again showed a preference for IM. IM was preferred by a greater number of respondents for fostering friendships, improving relationships with friends or team members, building relationships, social interaction, and social networking. This section also found that more than 75% of the respondents felt that IM was more useful than e-mail when interacting with friends. However, when asked about interacting with co-workers specifically, only 44% were in agreement. Nearly 32% were neutral on this point, while 24% were in disagreement. It appears that IM is preferred over e-mail for fostering social and friendly relationships, but is not preferred when the interaction is work-related and more professional.
In terms of use, both technologies were considered easy to learn and use by more than 90% of respondents. In terms of preferred use, more than 60% of respondents use IM for personal and social interaction, while less than 1% uses IM for work-related activities. Nearly 80% of respondents preferred using e-mail for work, and nearly 75% preferred using IM for social interaction. Sixty-three percent of respondents did not agree that IM is just as effective as face-to-face meetings, while nearly 75% did not agree that e-mail can be as effective as meeting face-to-face.
In the areas of reliability, security, and privacy of IM and e-mail, respondents perceived e-mail more favourably. Sixty-four percent of respondents agreed or strongly agreed that IM is very reliable, while 80% of respondents felt the same way about e-mail. Just over 30% of those questioned agreed that IM is very secure, while more than 50% felt that way about e-mail. However, the gap is narrower when users were queried as to whether or not they worry about security: 13% strongly agreed with the statement that users do not worry about their security when using IM, while 15% strongly agreed with the statement as it pertained to e-mail. The same types of questions were asked about perceived privacy. Nearly 50% agreed that their privacy is protected with e-mail, while just under 35% had the same belief about IM. More than 60% of respondents reported that they do not worry about privacy when e-mailing, while about 53% of respondents do not worry about privacy with IM.
Conclusion – IM was perceived more favourably than e-mail in 3 of the 4 categories: conveying emotions, building relationships, and ease of use. In the reliability category, e-mail was perceived more favourably. However, there is a division between social interaction and professional communication. IM is preferred for personal and social relationships, while e-mail is preferred for work-related communication. Neither of the technologies is as desirable as face-to-face meetings.
10
Reed, Kathleen. "Mixed-Method Survey Research is Useful to Incrementally Improve Library Homepage Design." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 114. http://dx.doi.org/10.18438/b8qw3c.
Full textAbstract:
A Review of:
Deschenes, A. (2014). Improving the library homepage through user research – without a total redesign. Weave, 1(1). http://dx.doi.org/10.3998/weave.12535642.0001.102
Abstract
Objective – To assess content organization and wording of links on the library’s homepage.
Design – Mixed-methods survey.
Setting – Small college, United States of America.
Subjects – 57 library users.
Methods – Library staff distributed paper surveys at the entrance to the library, with the goal of collecting a minimum of 30 surveys. The survey directed participants to indicate their preferred terms from a list, and their preference for ordering the menu items on the library’s homepage. Qualitative survey data was also collected via several open-ended questions that began with prompts such as “I really love…” and “I can never find…”
Main Results – The search box tab labelled “Library Catalogue” was preferred over “Books and Media,” which the staff believed to be a more user-friendly term. Using a pre-defined list, participants ranked the Library Catalogue as the most important tab, followed by E-Resources, Articles, and Library Guides. A link to the Library Catalogue was also selected as the most important resource sidebar link, followed by E-Resources, Full-Text Journals, Library Guides, and Refworks. The service sidebar links by order of importance were found to be: Library Hours, Group Study Rooms, Writing & Citing, Interlibrary Loan, and Chat with a Librarian. Qualitative feedback received demonstrated a lack of understanding what the terms “Library Guides” and “A-Z List” mean, and difficulty finding a complete list of databases. Library staff received feedback that the Library Hours and Account Log In should be made more prominent.
Conclusion – Library staff updated the website to reflect user preferences for wording and order of links on the homepage. Google Analytics showed a decrease of 30 seconds per average visit after the changes, which the author attributes to better wording and organization. There were no complaints about the website in the first three months after the change. The author concludes that a paper survey is an effective tool for librarians who would like to make incremental changes on their homepages.
11
Bussell, Hilary. "Libraries Support First-Generation Students through Services and Spaces, but Can Do More." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 242–44. http://dx.doi.org/10.18438/eblip29689.
Full textAbstract:
A Review of:
Arch, X., & Gilman, I. (2019). First principles: Designing services for first-generation students. College & Research Libraries, 80(7), 996–1012. https://doi.org/10.5860/crl.80.7.996
Abstract
Objective – To provide recommendations for academic libraries in supporting first-generation college students, defined by the study’s authors “either as those whose parents have no college experience or did not graduate with a bachelor’s degree” (p. 996).
Design – Multidisciplinary literature review and two qualitative survey questionnaires.
Setting – United States secondary and post-secondary schools.
Subjects – College Counsellor Survey: 300 private/parochial, private/secular, public, and charter secondary/high schools in rural, suburban, and urban areas randomly selected from across all 50 states. Academic Library Survey: Academic libraries at 100 four-year institutions.
Methods – College Counsellor Survey: An online survey was sent to potential subjects via email. The survey included basic demographic questions and open-ended questions about counsellors’ perceptions of the challenges faced by first-generation college students, the types of institutional support they need, and how academic libraries could offer support. The answers were analyzed in NVivo using a combination of inductive and axial coding in order to develop a set of themes reflecting the most commonly-mentioned challenges and support needs.
Academic Library Survey: A survey invitation was sent directly to library deans and directors at 100 four-year institutions and to two academic library electronic mailing lists. The survey included questions about services academic libraries offer for first-generation students. The data were analyzed to determine whether academic libraries were offering services that matched the thematic areas identified in the College Counsellor Survey.
Main Results – College Counselor Survey: The response rate was 24% (n=78). There were six themes which were identified regarding challenges and support needs for first-generation students: Academic and Tutoring, Social and Cultural, Home and Family, Navigating College, Financial, and Mentoring and Advising. Recommendations for library support included library participation in first-generation student orientations, library instruction in research methods, and conveying that librarians are welcoming and friendly.
Academic Library Survey: Out of the 59 responding libraries, 19 reported offering services designed for first-generation students, while 6 additional libraries reported offering services they believed would be useful for first-generation students, though they were not designed for them specifically. The library services addressed needs relating to the Academic and Tutoring, Navigating College, and Financial themes. The library services did not address the needs relating to the Social and Cultural, Home and Family, and Mentoring and Advising themes.
Conclusion – Based on the surveys and literature review, the authors provide recommendations for academic library services for first-generation students that address each of the six thematic areas of need. The recommendations include, but are not limited to, assigning liaisons for first-generation programs, working to create an inclusive and affirming library environment, designing library spaces that support the multiple social roles and identities of first-generation students, helping family members of first-generation students become aware of the library as a resource, providing training on applying for financial aid, and having librarians either provide outreach to mentorship programs or become mentors themselves.
12
Raymond, Martha. "The unmet needs of GI cancer patients: A call to action." Journal of Clinical Oncology 36, no. 7_suppl (March 1, 2018): 167. http://dx.doi.org/10.1200/jco.2018.36.7_suppl.167.
Full textAbstract:
167 Background: Gastrointestinal (GI) cancers are the most common and deadliest type of cancer in the United States. Understanding the need for increased GI cancer patient education, the GI Cancers Alliance created an online unmet needs survey with goals that included: determining gaps in support services, better understanding needs in patient education, and gaining insight into psychosocial concerns. Methods: 507 GI cancer survivors completed the anonymous survey. The qualitative/quantitative survey was open for a 6 week period during October & November 2016. Survey respondents reported being diagnosed with one of the following GI cancer primary tumor types: Esophagus (6%), Liver (8%), Bile Duct (7%), Pancreas (6%), Gallbladder (2%), Stomach (16%), Ileum (3%), Appendix (3%), GI Carcinoid Tumor (2%), Colon (25%), Rectum (13%), Anus (6%), Did not know primary location (3%). Results: Of the 507 respondents, 84% of patients/survivors reported difficulty adjusting to a new normal as a GI cancer survivor. 59% reported they did not have adequate support (family, friends, professional, spiritual or thru advocacy organizations) to help cope with their diagnosis. Anxiety (67%), Fear (66%) and Depression (59%) were common emotions reported during the cancer continuum. Less than half (40%) of respondents described themselves as empowered patients, comfortable advocating for themselves regarding their healthcare and treatment decisions. 92% of patients surveyed did not have a Survivorship Care Plan (SCP). More than half (52%) of all respondents had not heard of or didn’t know the purpose of having a SCP. Conclusions: Our data underscores the unmet needs of GI cancer survivors, including gaps in support services and patient education. As an initial step to help meet these needs, we created a customizable SCP specific to GI cancers and will launch an online GI Cancer Resource Library. Future directions include systematic distribution of the SCP and continued expansion of GI cancer education and empowerment initiatives.
13
Fassi, Janelle, Celeste Beaulieu, Lauren Bowen, Joann Montepare, Susan Whitbourne, and Nina Silverstein. "AGE-FRIENDLY CAMPUS PRACTICES IN HIGHER EDUCATION: A HEAT MAP VIEW." Innovation in Aging 6, Supplement_1 (November 1, 2022): 438. http://dx.doi.org/10.1093/geroni/igac059.1719.
Full textAbstract:
Abstract The Age-Friendly University (AFU) initiative aims to increase the participation of age-diverse older adults in higher education communities. The present study investigated age-friendly practices across 23 institutions in the United States. The ICCS Inventory (Silverstein et al., 2022), which identifies 192 potential age-friendly campus practices was completed by administrators representing major campus units. A heat map was used to graphically represent age-friendly practices and identify where universities differed in the presence of those practices. Heat map findings indicated campuses are low in some auxiliary services that assist retired faculty and staff. However, campuses consistently gave retired faculty and staff access to university library services. Campuses also had limited age-friendly teaching and learning services. None of the campuses reported having resources to help faculty deliver teaching materials in formats specifically geared toward older learners. In addition, none of the campuses reported having teaching and learning staff visiting campus departments to provide resources for older learners, and very few campuses offered courses that focused on aging and age diversity issues. Common age-friendly practices were seen with respect to providing instructional technology support for faculty/staff/students and community partnerships for intergenerational activities. Physical environment and personnel evidenced the most frequent age-friendly practices likely because they are mandated by the ADA (e.g., clear signage, handicapped parking close to buildings, spaces free of obstacles, training in ageism as a form of discrimination). Overall, the present study highlighted the areas where college campuses are most age inclusive, while also revealing areas for improvement in age inclusive practices.
14
Fischer, Beth. "Review: United States: Friends and Foes." International Journal: Canada's Journal of Global Policy Analysis 55, no. 4 (December 2000): 677–78. http://dx.doi.org/10.1177/002070200005500421.
Full text
15
Herron, David, and Lotta Haglund. "Students and Graduates Learn Library Educational Content from Interactive Multimedia Tutorials." Evidence Based Library and Information Practice 1, no. 4 (December 11, 2006): 64. http://dx.doi.org/10.18438/b84k5r.
Full textAbstract:
A review of:
Markey, Karen, Annie Armstrong, Sandy De Groote, Michael Fosmire, Laura Fuderer, Kelly Garrett, Helen Georgas, Linda Sharp, Cheri Smith, Michael Spaly, and JoniE. Warner. “Testing the Effectiveness of Interactive Multimedia for Library-User Education.” portal: Libraries & the Academy 5.4 (Oct. 2005): 527-54.
Objective –To demonstrate the effectiveness of interactive multimedia tutorials in delivering library educational content, and to evaluate librarian experiences of developing multimedia tutorials, both as part of the LUMENS (Drabenstott) project.
Design – User study (questionnaire and interviews) using pretest-posttest design.
Setting – Four academic libraries in the United States. One library dropped out during the course of the project.
Subjects – Ninety university students from the University of Illinois Chicago (UIC), Purdue University, and the University of Notre Dame participated in the main study to evaluate three of the tutorials: “Doing research an introduction to the concepts of online searching,” “How to read a scientific paper,” and “Hungry for information?” Another group of 15 subjects from UIC, consisting of 10 graduate students, 2 faculty, 2 librarians, and one fellow, assessed a fourth tutorial “Keeping current in your field.” Librarians were interviewed about their experiences producing the interactive multimedia tutorials.
Methods – The 90 students were given a pretest containing questions about library educational content and five demographic questions. The students used the multimedia tutorial for 15-30 minutes and immediately afterward were given a posttest containing comparable questions to the pretest in terms of content and difficulty. The students were also asked to rate their experiences of using the tutorials in various ways on a scale from 0-10. At UIC, the experiences of the subjects using the multimedia tutorial were assessed by personal interviews. Librarians producing the multimedia tutorials were asked about their experiences of developing multimedia tutorials through e-mail, listserv discussion, phone calls, and face-to-face personal and group interviews.
Main results – All three libraries measured a significant increase (using a one sample t-test, p75%) of students were familiar with tutorial content before start. Despite this, most of the students found the tutorials useful and enjoyable, and the majority were fairly likely to recommend the tutorial to a friend. Interviews with subjects at UIC revealed similar experiences, except that the subjects were less familiar with the tutorial content at the beginning, and they were more likely to return to the tutorial for a refresher. The tutorial with the highest amount of interactivity was the most popular. The librarians found it difficult to find time to learn Macromedia Flash and to work within the LUMENS project generally. Eight out of 15 librarians remained with the project over the entire period.
Conclusion – Students learned library educational content by using multimedia tutorials and seemed to enjoy the experience, and educational librarians should lead multi-expert project teams in tutorial production. Finally, the educational value of multimedia tutorials must be offset from the time and effort needed to produce them.
16
Alvarez Narvaez, Sonsiray, Zhenyu Shen, Lifang Yan, Brianna L. S. Stenger, Laura B. Goodman, Ailam Lim, Ruth H. Nissly, Meera Surendran Nair, Shuping Zhang, and Susan Sanchez. "Optimized conditions for Listeria, Salmonella and Escherichia whole genome sequencing using the Illumina iSeq100 platform with point-and-click bioinformatic analysis." PLOS ONE 17, no. 11 (November 30, 2022): e0277659. http://dx.doi.org/10.1371/journal.pone.0277659.
Full textAbstract:
Whole-genome sequencing (WGS) data have become an integral component of public health investigations and clinical diagnostics. Still, many veterinary diagnostic laboratories cannot afford to implement next generation sequencing (NGS) due to its high cost and the lack of bioinformatic knowledge of the personnel to analyze NGS data. Trying to overcome these problems, and make NGS accessible to every diagnostic laboratory, thirteen veterinary diagnostic laboratories across the United States (US) initiated the assessment of Illumina iSeq100 sequencing platform for whole genome sequencing of important zoonotic foodborne pathogens Escherichia coli, Listeria monocytogenes, and Salmonella enterica. The work presented in this manuscript is a continuation of this multi-laboratory effort. Here, seven AAVLD accredited diagnostic laboratories explored a further reduction in sequencing costs and the usage of user-friendly platforms for genomic data analysis. Our investigation showed that the same genomic library quality could be achieved by using a quarter of the recommended reagent volume and, therefore a fraction of the actual price, and confirmed that Illumina iSeq100 is the most affordable sequencing technology for laboratories with low WGS demand. Furthermore, we prepared step-by-step protocols for genomic data analysis in three popular user-friendly software (BaseSpace, Geneious, and GalaxyTrakr), and we compared the outcomes in terms of genome assembly quality, and species and antimicrobial resistance gene (AMR) identification. No significant differences were found in assembly quality, and the three analysis methods could identify the target bacteria species. However, antimicrobial resistance genes were only identified using BaseSpace and GalaxyTrakr; and GalaxyTrakr was the best tool for this task.
17
Zeiler, Kaitlin J., and Frederick A. Zeiler. "Social Determinants of Traumatic Brain Injury in the North American Indigenous Population: A Review." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 44, no. 5 (May 24, 2017): 525–31. http://dx.doi.org/10.1017/cjn.2017.49.
Full textAbstract:
AbstractObjective:Given the difficult to navigate literature on social determinants in Indigenous traumatic brain injury (TBI) we wished to identify all available literature on the social determinants of health linked to TBI in the North American Indigenous populations.Methods:We performed a systematically conducted review. We searched MEDLINE, BIOSIS, EMBASE, Global Health, SCOPUS, and Cochrane Library from inception to January 2016. A two-step review process of the search results was performed, applying defined inclusion/exclusion criteria. The final group of articles had the data extracted and summarized.Results:Ten manuscripts were identified to discuss some social determinant linked to TBI in the North American Indigenous populations. Two studies were focused on Canadian populations, with the remaining 8 studies focused on populations within the United States. Six social health determinants were identified within the studies, including: Rural location (Physical Environment) in seven studies, Male gender in five studies and Female gender in one study (in the setting of interpersonal violence) (Gender), Substance use in four studies and failure to utilize personal protective equipment in one study (Personal Health Practices and Coping Skills), Interpersonal Violence in one study (Social Environment), availability of rehabilitation services in one study (Health Services), and lack of family and friend presence during meetings with healthcare professionals in one study (Social Support Network).Conclusions:To date, little literature is available on the social determinants that impact TBI in the North American Indigenous population. Further research is warranted to better determine the incidence and social determinants associated.
18
Hook, David. "Use and access of grey literature in special libraries may be hindered by lack of visibility and cataloguing." Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 98. http://dx.doi.org/10.18438/b8g597.
Full textAbstract:
A review of:
Ranger, Sara L. “Grey Literature in Special Libraries: Access in Use.” Publishing Research Quarterly 21.1 (Spring 2005): 53-63.
Objective – To examine the barriers to making grey literature (literature not controlled by commercial publishers) easier to access in special libraries.
Design – Interviews.
Setting – Variety of special libraries (government, corporate and specialized academic) in the United States.
Subjects – Sixteen librarians from fourteen organizations in Washington, Michigan and Texas were interviewed. Four of the organizations were government libraries, four were corporate libraries and five were specialized academic libraries. One of the interviews was not used because the organization did not maintain a collection of paper-based grey literature.
Methods – Librarians were selected as possible interview subjects via three methods: some were previously familiar with the author; some were referred to the author by friends, family and colleagues; two candidates volunteered in response to a presentation of the project at a professional meeting. Interviews were conducted between February 2002 and May 2003. A standard set of seven questions were used, but often followed with further questions. The interviews were conducted either in the library or the librarian’s office. The interviews were tape-recorded and the answers were written down. Interviews typically lasted between fifteen and thirty minutes and asked about the current state, holdings, access and use of grey literature in the special library.
Main Results – Results from the interviews suggest a wide variance in the percentage of users that access grey literature. Grey literature was used less in the corporate libraries than the academic and government libraries. The percentage of the collection made up of grey literature also varied widely between the different libraries. Reports were found to be the most popular form of grey literature, although most of the libraries reported owning conference proceedings and newsletters in addition to reports. One interesting observation found during the interviews was that most of the users of grey literature are also producers of grey literature. The librarians surveyed reported that some of the reasons for using grey literature included use in research, to write (often more grey literature), interest in the topic, for class assignments, as records of previous practices, for localized studies, and for creating models and practices. Results found that for the libraries surveyed, much of the grey literature remains uncatalogued and what has been catalogued was done using a variety of methods. Over half of the libraries surveyed had their grey literature accessible online.
Conclusion – Two main reasons were cited as explanations for why grey literature was not used as much as it should be: lack of cataloguing and visibility. In many of the libraries surveyed, much of the grey literature had not been catalogued, making it difficult to find and use the resources. Reasons cited for not cataloguing grey literature include lack of time, funds and/or knowledge. As well, in many of the libraries surveyed, it was found that the holdings of grey literature were not readily visible to the users, so users were not even aware that it existed.
To improve the awareness and accessibility of grey literature, the author recommends regional depositories for grey literature, international standards for cataloguing and more cooperation between special libraries.
19
Akbarzadeh, Shahram. "Uzbekistan and the United States: Friends Or Foes?" Middle East Policy 14, no. 1 (March 2007): 107–16. http://dx.doi.org/10.1111/j.1475-4967.2007.00288.x.
Full text
20
Glantz, Mary. "Friends or Foes? The United States and Russia." Journal of Slavic Military Studies 20, no. 4 (December 7, 2007): 761–62. http://dx.doi.org/10.1080/13518040701703237.
Full text
21
Von Isenburg, Megan. "Undergraduate Student Use of the Physical and Virtual Library Varies according to Academic Discipline." Evidence Based Library and Information Practice 5, no. 1 (March 17, 2010): 129. http://dx.doi.org/10.18438/b83046.
Full textAbstract:
A Review of:
Bridges, L.M. (2008). Who is not using the library? A comparison of undergraduate academic disciplines and library use. portal: Libraries and the Academy, 8(2), 187-196.
Objective – To determine differences in undergraduate students' use of the physical library and virtual library by academic disciplines.
Design – Online multiple-choice survey followed by focus groups and secondary online survey with open-ended questions.
Setting – Oregon State University (OSU), a land-grant university with over 19,000 students located in Corvallis, Oregon, United States.
Subjects – A random sample of 22% (n = 3,227) of the undergraduate population (n = 14,443), drawn by the registrar's office. Distance education and students at branch campuses were not included. From this pool, 949 usable survey responses (29% of the sample) were collected. The respondent demographics proved to be reasonably equivalent to those of the total undergraduate population in terms of class standing (freshman, sophomore, junior, or senior) and academic discipline.
Methods – The study consisted of three phases. In phase one, an email invitation with a link to the four-item multiple choice online survey was sent to students in the sample population. Results were analyzed using Pearson chi-square tests to determine goodness of fit between the following variables: class standing and library visits, class standing and virtual library use, academic college and library visits, and academic college and virtual library use. When significant dependence was detected, researchers examined relationships between the specific groups (e.g., freshman and sophomore) and library use, and also compared each group to one another using odds ratios and by constructing 95% confidence intervals.
Phase two was intended to gather qualitative information from the 275 infrequent or non-users of the library in focus groups. However, researchers invited the 95 students in this group who had indicated a willingness to be contacted for further study, and only five students participated. The author therefore does not report on this limited data.
In phase three, researchers invited the 95 students who had self-reported as infrequent or non-users of the library and who had indicated a willingness to be contacted for further study to complete an online survey consisting of 36 open-ended questions. 38 students responded. Much of the data for phase three is reported on in a separate research article (Vondracek, 2007).
Main Results – Results from phase one are reported in detail: in response to the question of how often undergraduates visit the physical library, 24.6% visited several times a year, 29.6% visited several times a month, 34% visited several times a week, 7.7% visited once or more per day, and 4% reported that they did not visit at all. Response to how often undergraduate students use the online library resources or website from outside the library were: 37.7% use them several times a year, 32.8% use them several times a month, 12% used them several times a week, 1.3% used them once or more per day, and 16.2% reported that they did not use them at all.
No significant relationships were found between class standing and visits to the physical library or class standing and virtual library use.
Researchers determined a significant relationship between academic college and visits to the physical library (p=0.003): College of Agriculture students were significantly less likely to visit the library than students from the Colleges of Health and Human Sciences, Liberal Arts, and Sciences.
Researchers also determined a significant relationship between academic college and virtual library use (p=0.008): students in the College of Engineering were significantly less likely to use the virtual library resources than students in the College of Liberal Arts.
The survey from phase three of this study asked students further questions about their library use and relevant results are discussed in this article. Five students from the College of Agriculture responded to the survey and all five students noted that they study at home. When asked about where they go for help with research, three reported that they ask a friend or peer, one noted a professor and the fifth did not respond to the question. Four engineering students responded to this survey; when asked about where they carry out online research, two responded that they use Google, one responded that he/she uses the library, and the fourth noted that he/she uses a building on campus.
Conclusion – This study determined that College of Agriculture students were less likely to use the physical library than their counterparts in the Colleges of Health and Human Sciences, Liberal Arts, and Sciences, and that College of Engineering students were less likely to use the virtual library resources than students in the College of Liberal Arts.
22
Zoellner, Kate. "Gratification Theory Provides a Useful Framework for Understanding the Information Seeking Behaviours and Needs of Distinct Populations." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 107. http://dx.doi.org/10.18438/b8rg9t.
Full textAbstract:
A review of:
Chatman, E. A. (1991). Life in a small world: Applicability of gratification theory to information-seeking behavior. Journal of the American Society for Information Science, 42(6), 438-449.
Objective – Apply gratification theory to the information-seeking behaviours and use of information by a lower working class population.
Design – An ethnographic study framed by social stratification literature was utilized to explore, describe and interpret the everyday information needs, information-seeking behaviours and views of information held by lower working class individuals.
Setting – A major university in the southeast United States, specifically the physical plant facilities including classrooms, bathrooms, janitorial closets, and front steps.
Subjects – The participants were 52 lower working class janitorial staff at a major university. The majority of subjects were single black women in their late 30s. The women had children and were the heads of their households. The women had not completed high school and earned minimum wage; they had been at their jobs for an average of seven years. The workers’ supervisors, and others at the physical plant, were also contacted as part of the study.
Methods – Ethnographic data was collected over a two-year period, 1984-86, through participation in the setting and interviews. A 28-item interview guide was used to identify participants’ job-search strategies, use of mass media, television viewing behaviours, and acceptance of information from individuals and believable sources of information.
Main results – Chatman confirmed the usefulness of gratification theory as a conceptual framework to identify what defines information problems, motivations, and information seeking behaviours for an impoverished population. The results support the findings of social stratification research on the parallel between impoverished individuals’ social life and their orientation toward gratification. A focus on local present reality due to pressing economic and psychological problems orients lower working class individuals toward immediate gratification. Thus, information sources of value to the participants were those readily accessible and easy to use in the moment of need.
The six theoretical propositions of gratification theory Chatman identified through her literature review were applied and confirmed in her analysis of the information behaviours of janitorial workers:
1. Life in a Small World. Lower working class individuals have a local worldview and therefore have limited exposure to job opportunities compared to other populations. The majority of Chatman’s subjects found out about their current job through friends and family employed at the university (51%), or neighbours employed there (11%).
2. Lower Expectations and the Belief in Luck. Individuals of the population have lower expectations of their success and therefore do not actively pursue new opportunities; success is seen as a result of luck. Janitorial workers in the study felt they were lucky to have found their jobs and that their chances of finding a better position were slight and based on “knowing someone” (p. 444).
3. First-Level Lifestyle. Members of the population rely on information from members of their social circles. Study participants sought everyday information from family, friends, neighbours, local newspapers, and television. Information was considered reliable in their view if it aligned with their personal experience, was presented by multiple people, or if the person sharing the information was perceived as trustworthy.
4. Limited-Time Horizon. Lower working class populations experience a time immediacy and limitation different from those of the middle and upper classes. Study participants imagined their future job positions and lifestyles as similar to the ones they currently held, due to perceptions that opportunities were not open to them or worth the effort to pursue. Some exceptions were the possibility of pursuing higher education and having more leisure time in the future.
5. An “Insider” Worldview. The worldview of an insider is focused “on the practical dimensions of life” (p. 445); information relevant to lower working class individuals is that which “solve[s] problematic situations” (p. 441). Study participants’ social conversations revolved around events that reinforced their mental models. Respondents relied on themselves and distrusted those outside their social circles.
6. Use of the Mass Media. Mass media is perceived as a vehicle for passing time, escape, and entertainment, as well as a reflection of lived realities for the population. Respondents indicated that they watched television to pass time, and, secondarily, for practical purposes (e.g., learning how to be safe).
Conclusion – Gratification theory provides a useful framework for library and information professionals to identify how populations define information problems and reliable sources, and their information seeking behaviours and motivations. Chatman’s analysis indicates that the everyday problems faced by the lower working class are not, and will not be, met by traditional sources that information professionals assume to be of value for the population. Based on these research results, Chatman calls on information professionals to critically evaluate and broaden their understanding of how problems are defined and addressed by the specific populations they seek to serve – to consider the relationships between the pressing realities of their service populations and everyday information that addresses those realities. This understanding will enable information professionals to determine if, how, and by what means, they should develop and package information to meet the needs of their service populations and communities.
23
Sokolovskaya, Оlga V. "Emile Dillon, an English-Russian researcher, and his archive in the USA." Slavic Almanac, no. 3-4 (2020): 473–91. http://dx.doi.org/10.31168/2073-5731.2020.3-4.5.03.
Full textAbstract:
This article is devoted to individual episodes of the life of Emile Dillon, unique in his talents and versatile of activity. He was an Englishman who lived in Russia for many years and considered it his second homeland. Dillon was an orientalist, polyglot, journalist, writer, who always found himself at the most interesting moment in many of the world’s hotspots at the turn of the 19th and 20th centuries, receiving the title of academic at the end of his life in the UK. He was the first English translator for “Kreutzer Sonata” by L. N. Tolstoy, with whom he was in friendly relations. Having come to Russia in 1877, he left it only in 1917. Educated in France, Germany, and Russia, he became a unique man whose talents were successfully used by the intelligence of many countries. The period of teaching at Kharkov University was brief and after receiving the positi on of a St. Petersburg correspondent for “The Daily Telegraph”, the best English newspaper of the time, his bright career as a journalist started. He carried out the most incredible errands of English, Russian and possibly other governments and government officials. It is no coincidence that S. Yu. Witte called him a faithful man and “the first among the publicists of his time”. The findings in the archives of the Stanford University Library revealed his secret mission to the rebellious Crete in 1897, where he, along with two other war correspondents from England, carried out the assignments of the commanders of the international squadron of the four patron states of Greece — England, Russia, France and Italy (the latter occupied the island). His correspondence and notes give a unique picture of the relationship on the island of two irreconcilable parties — the insurgents (Christians) and the Muslims. The Dillon Archive in the United States is rich in other materials that may be of interest to Slavists.
24
Weeks, William Earl, and Norman E. Saul. "Distant Friends: The United States and Russia, 1763-1867." Journal of the Early Republic 12, no. 2 (1992): 250. http://dx.doi.org/10.2307/3124157.
Full text
25
Jensen, Ronald J., and Norman E. Saul. "Distant Friends: The United States and Russia, 1763-1867." American Historical Review 97, no. 2 (April 1992): 638. http://dx.doi.org/10.2307/2165904.
Full text
26
Unterberger, Betty Miller, and Norman E. Saul. "Distant Friends: The United States and Russia, 1763-1867." Russian Review 52, no. 1 (January 1993): 127. http://dx.doi.org/10.2307/130891.
Full text
27
Langley, Lester D., and John E. Findling. "Close Neighbors, Distant Friends: United States-Central American Relations." American Historical Review 93, no. 3 (June 1988): 763. http://dx.doi.org/10.2307/1868239.
Full text
28
Travis, Frederick F., and Norman E. Saul. "Distant Friends: The United States and Russia, 1763-1867." Journal of American History 79, no. 1 (June 1992): 243. http://dx.doi.org/10.2307/2078501.
Full text
29
Dominguez, Jorge I., and Martin Staniland. "Falling Friends: The United States and Regime Change Abroad." Political Science Quarterly 106, no. 4 (1991): 719. http://dx.doi.org/10.2307/2151805.
Full text
30
Crassweller, Robert D., and John H. Findling. "Close Neighbors, Distant Friends: United States-Central American Relations." Foreign Affairs 65, no. 5 (1987): 1110. http://dx.doi.org/10.2307/20043245.
Full text
31
Anguizola, Gustavo, and John E. Findling. "Close Neighbors, Distant Friends: United States-Central American Relations." Journal of American History 74, no. 4 (March 1988): 1341. http://dx.doi.org/10.2307/1894445.
Full text
32
Woodward, Ralph Lee, and John E. Findling. "Close Neighbors, Distant Friends: United States-Central American Relations." Hispanic American Historical Review 68, no. 1 (February 1988): 189. http://dx.doi.org/10.2307/2516291.
Full text
33
Woodward, Ralph Lee. "Close Neighbors, Distant Friends: United States–Central American Relations." Hispanic American Historical Review 68, no. 1 (February 1, 1988): 189. http://dx.doi.org/10.1215/00182168-68.1.189.
Full text
34
Lee, Huikyo, Alexander Goodman, Lewis McGibbney, Duane E. Waliser, Jinwon Kim, Paul C. Loikith, Peter B. Gibson, and Elias C. Massoud. "Regional Climate Model Evaluation System powered by Apache Open Climate Workbench v1.3.0: an enabling tool for facilitating regional climate studies." Geoscientific Model Development 11, no. 11 (November 5, 2018): 4435–49. http://dx.doi.org/10.5194/gmd-11-4435-2018.
Full textAbstract:
Abstract. The Regional Climate Model Evaluation System (RCMES) is an enabling tool of the National Aeronautics and Space Administration to support the United States National Climate Assessment. As a comprehensive system for evaluating climate models on regional and continental scales using observational datasets from a variety of sources, RCMES is designed to yield information on the performance of climate models and guide their improvement. Here, we present a user-oriented document describing the latest version of RCMES, its development process, and future plans for improvements. The main objective of RCMES is to facilitate the climate model evaluation process at regional scales. RCMES provides a framework for performing systematic evaluations of climate simulations, such as those from the Coordinated Regional Climate Downscaling Experiment (CORDEX), using in situ observations, as well as satellite and reanalysis data products. The main components of RCMES are (1) a database of observations widely used for climate model evaluation, (2) various data loaders to import climate models and observations on local file systems and Earth System Grid Federation (ESGF) nodes, (3) a versatile processor to subset and regrid the loaded datasets, (4) performance metrics designed to assess and quantify model skill, (5) plotting routines to visualize the performance metrics, (6) a toolkit for statistically downscaling climate model simulations, and (7) two installation packages to maximize convenience of users without Python skills. RCMES website is maintained up to date with a brief explanation of these components. Although there are other open-source software (OSS) toolkits that facilitate analysis and evaluation of climate models, there is a need for climate scientists to participate in the development and customization of OSS to study regional climate change. To establish infrastructure and to ensure software sustainability, development of RCMES is an open, publicly accessible process enabled by leveraging the Apache Software Foundation's OSS library, Apache Open Climate Workbench (OCW). The OCW software that powers RCMES includes a Python OSS library for common climate model evaluation tasks as well as a set of user-friendly interfaces for quickly configuring a model evaluation task. OCW also allows users to build their own climate data analysis tools, such as the statistical downscaling toolkit provided as a part of RCMES.
35
Slind, Marvin G. "Norwegians and Swedes in the United States: Friends and Neighbors." Annals of Iowa 71, no. 3 (July 2012): 281–82. http://dx.doi.org/10.17077/0003-4827.1649.
Full text
36
Rolfe, Jim. "Let's Just Be Friends: New Zealand and the United States." Asian Affairs: An American Review 30, no. 2 (January 2003): 122–30. http://dx.doi.org/10.1080/00927670309601522.
Full text
37
Reed, Kathleen. "Follow-Up Study on Free Document Delivery and Interlibrary Loan Service Demonstrates Customer Satisfaction and Generates Improvements." Evidence Based Library and Information Practice 8, no. 3 (September 13, 2013): 64. http://dx.doi.org/10.18438/b8960m.
Full textAbstract:
Objective – Texas A&M University Libraries have delivered free documents and interlibrary loans for ten years via the Get it for me service. This study explores whether the needs of customers are being met, areas for improvement, acceptable turnaround times, why some resources are never picked up, preferred format and steps to obtaining resources, places searched before submitting a request, and whether users ever purchased resources after obtaining them through Get it for me.
Design – Online questionnaire.
Setting – Large academic library system located in Texas, United States.
Subjects – Researchers used responses from 735 registered users of the Get it for me service (12% undergraduates, 49% graduate students, 21% faculty, 15% staff, 1% distance education, 2% other).
Methods – The authors emailed all currently registered users of the Get it for me service (n=23,063) inviting them to participate in a survey. The survey ran for two weeks, with no follow-up emails sent.
Main Results – The return rate of 3.18% (n=735/23,063) surpassed the participant goal to achieve a confidence level of 95%, with a confidence interval of 4%. Researchers found that 79% of respondents are satisfied with turnaround time, with 54% of respondents desiring items within three days. Expectations increased with position in the academy. Time is the significant factor in users not retrieving ordered items; items are no longer needed after deadlines pass or other related materials are found. Responses revealed that 55% of users prefer print to e-books, although 70% of participants would accept an e-book version if print is not available. Participants were evenly split between reading documents online and printing them to read offline. About one quarter of respondents bought or suggested that the library purchase an item requested via Get it for me. When participants encountered a problem, 55% of respondents would contact library staff and 45% would check the service FAQ. Of those that contacted staff, there is a 94% satisfaction rate. Overall, 95% of respondents checked the libraries’ online catalogue for availability, 83% looked in e-journal collections, and 74% checked Google or Google Scholar. Get it for me was complimented on its user-friendly interfaces and policies, and the money and time it saves its users. In terms of criticism, users requested better quality scanned documents, longer interlibrary loan times, and a PDF instead of a link when an article is found by staff.
Conclusion – The author concludes that the document delivery and interlibrary loan services delivered by Get it for me are meeting the expectations of users, with 99% of respondents reporting that the Get it for me service meets or somewhat meets their needs. Areas that required improvement were identified and strategies put in place to improve service. This questionnaire can be applied to other libraries to assist them in learning about document delivery and interlibrary loan service users and their expectations.
38
McFadden, Emily Jean. "Kinship Care in the United States." Adoption & Fostering 22, no. 3 (October 1998): 7–15. http://dx.doi.org/10.1177/030857599802200303.
Full textAbstract:
Within the last decade in the United States, kinship care (placement with relatives or those non-related friends of family known as fictive kin) has evolved from an infrequently utilised option for temporary care and/or permanence, to a widely used and often preferred solution for children in need of care. Emily Jean McFadden discusses the background to this development and how it is related to the rising placement of children of colour, particularly African American children and adolescents who are over-represented in the American foster care system. Wide professional recognition of the importance of culture in identity formation and advocacy by professional groups has led to the acknowledgment of kinship care as a preferred placement option; it is now used extensively in many states, both in informal care which takes place outside of court intervention and in the formal foster care system.
39
Srinivasan, Padmini. "Digital Library Projects in the United States." DESIDOC Bulletin of Information Technology 17, no. 6 (November 1, 1997): 15–22. http://dx.doi.org/10.14429/dbit.17.6.3240.
Full text
40
McGee, Robert S., and Patrick McClintock. "Library technology trends in the United States." New Review of Academic Librarianship 4, no. 1 (January 1998): 109–21. http://dx.doi.org/10.1080/13614539809516772.
Full text
41
Kemble, Jean. "United States Women's History." Acquisitions Librarian 5, no. 9-10 (September 14, 1993): 275–308. http://dx.doi.org/10.1300/j101v05n09_20.
Full text
42
Seiser, Virginia. "United States Mountaineering Serials." Serials Review 13, no. 2 (June 1987): 15–23. http://dx.doi.org/10.1080/00987913.1987.10763743.
Full text
43
Terry, Patrick C. R. "“ABSOLUTE FRIENDS”: UNITED STATES ESPIONAGE AGAINST GERMANY AND PUBLIC INTERNATIONAL LAW." Revue québécoise de droit international 28, no. 2 (2015): 173. http://dx.doi.org/10.7202/1067720ar.
Full text
44
Engerman, D. C. "Friends or Foes? The United States and Soviet Russia, 1921-1941." Journal of American History 93, no. 3 (December 1, 2006): 918. http://dx.doi.org/10.2307/4486521.
Full text
45
Stern, Fritz, and Charles G. Cogan. "Oldest Allies, Guarded Friends: The United States and France since 1940." Foreign Affairs 74, no. 2 (1995): 156. http://dx.doi.org/10.2307/20047084.
Full text
46
Maddox, Robert James. "Friends or Foes?: The United States and Soviet Russia, 1921—1941." History: Reviews of New Books 34, no. 4 (July 2006): 114. http://dx.doi.org/10.1080/03612759.2006.10526919.
Full text
47
Berman, Aaron. "Hitler's American Friends: The Third Reich's Supporters in the United States." Journal of American History 106, no. 2 (September 1, 2019): 513–14. http://dx.doi.org/10.1093/jahist/jaz461.
Full text
48
Sheets, Virgil L., and Robyn Lugar. "Sources of Conflict Between Friends in Russia and the United States." Cross-Cultural Research 39, no. 4 (November 2005): 380–98. http://dx.doi.org/10.1177/1069397105274833.
Full text
49
Bird, Ruth. "Legislative Resources for the United States." Legal Information Management 6, no. 3 (September 2006): 172–75. http://dx.doi.org/10.1017/s1472669606000624.
Full textAbstract:
Ruth Bird of the Bodleian Law Library identifies useful resources for US legislative research. The Bodleian Law Library (BLL) has extensive, current holdings of the majority of these resources in its collection, which are identified in the course of the paper. References to online locations for the titles and resources are also included.
50
Bhochhibhoya, Amir, Yue Dong, and Paul Branscum. "Sources of Social Support Among International College Students in the United States." Journal of International Students 7, no. 3 (July 1, 2018): 671–86. http://dx.doi.org/10.32674/jis.v7i3.293.
Full textAbstract:
International students are challenged due to the abrupt change in social support. The purpose of this study was to operationalize different sources of social support and evaluate determinants of mental health among international students (n=328). An instrument was developed to measure four distinct sources of social support. Repeated measures ANOVA were used to evaluate statistical differences. Results found significant mean differences between each type of social support with social support from: family/friends currently living in their home country highest and friends/families living and born in the U.S. lowest. These findings provide evidence on the applicability of this new instrument. The depth in which social support is defined in this study can reflect the greater context in future research findings.