In the last two months I have been working on a tutorial that incorporates an audio component. The Instructional Technology Resource Center or ITRC helped me download Adobe Presenter software, which allows me to add audio to a PowerPoint Presentation. They allow faculty and staff on campus to publish these audio presentations to their servers.
It really was not as difficult as I feared that it would be. I created a tutorial on finding dissertations and theses at Idaho State University: http://breeze1.isu.edu/dissertations. It begins with a brief overview of the the ProQuest database, Dissertations and Theses--A&I, which can really be a useful source for finding graduate studies on all kinds of subjects. Abstracts and full citations appear with other information, such as the names of committee members. They also provide options for purchasing a copy in various formats, beginning at $34.00. It is a good place to start when doing graduate research and discovering research that has already been done, so you do not duplicate your efforts.
Then I go through the steps of securing a dissertation via Interlibrary Loan. Colleagues in the Interlibrary Loan (ILL) department like to emphasize that a thesis or dissertation is considered a book, and requestors need to remember this.
Not all institutions allow their theses and dissertations to be borrowed; however, researchers do have the opportunity to purchase a copy through the Dissertation Service. They just need to fill out a Purchase a Thesis/Dissertation Form. A photocopy of the book will be made and sent to the proper persons; their university account will be billed $29.00.
Finally, I conclude the tutorial with tips on how to found in-house theses and dissertations at ISU's Oboler Library. The Library's catalog still serves as a great tool (and probably the only tool) for browsing ISU's theses and dissertations online. Using keywords such as "thesis 'idaho state'" will allow anyone to browse all the theses and dissertations. It so happens that even for the dissertations the keyword "thesis" works, since the bibliographic record contains a note, saying it is a "Thesis" for a doctoral degree, or a doctoral thesis.
If grad students or faculty want to limit the results to a specific department, then they can just add the name of that department to the Keyword Boolean or Quick search: "thesis 'idaho state' anthropology." This will retrieve more results than a search on the subject heading. For example, "Dissertations, Academic--Idaho State University. Dept. of Political Science" will only retrieve 21 results, yet a Keyword Boolean search for "thesis and 'idaho state' and 'political science'" will yield 60 results. The subject headings are still relatively new, so if you also want the older titles written by former students I recommend this second search.
The tutorial, "How Can I Find Dissertations: Using ISU's Resources to Conduct More Exhaustive Research" lasts for twelve minutes and thirty-two seconds (12:32). Take a look at it and let me know what you think.
Wednesday, March 18, 2009
Monday, March 2, 2009
Evaluating E-mails, Urban Myths, and Legends
Not too long ago I received a forwarded email that warned me about solicitors being able to contact me via my cell phone. It said that I should contact the Do Not Call Registry to place my cell phone number on the list before a specific date, so telemarketers would not call on my cell phone. From experience I decided to double-check this information on Snopes.com, and I learned that the claim made in the email was "false."
The website even provided examples of the false email, how it originated, and information about cell phone directories. It mentions that cell-phone providers must gain permission from their customers before they can list their cell-phone numbers in a directory. Cell phone users may still choose to put their phone numbers on the Do Not Call Registry; however, this may not be necessary, because Federal Communications Commission (FCC) regulations already block nearly all telemarketers' phone calls.
New legislation was passed in 2007 that made it so your phone number on the Do Not Call Registry will not expire after 5 years; this according to the Federal Trade Commission.
How can we trust Snopes.com? This site includes hyperlinks to other sites that verify their information, and they also include a list of references with each entry. If you receive emails that detail dire situations and call you to act immediately, then you might consider verifying that information to find out if it is true or false. It might be a rumor.
Of course, it is also important to check out the sources, or the authors of a site to look at its authoritative nature. Barbara and David P. Mikkelson created the website, and you can learn more about them through this Wikipedia article.
The website even provided examples of the false email, how it originated, and information about cell phone directories. It mentions that cell-phone providers must gain permission from their customers before they can list their cell-phone numbers in a directory. Cell phone users may still choose to put their phone numbers on the Do Not Call Registry; however, this may not be necessary, because Federal Communications Commission (FCC) regulations already block nearly all telemarketers' phone calls.
New legislation was passed in 2007 that made it so your phone number on the Do Not Call Registry will not expire after 5 years; this according to the Federal Trade Commission.
How can we trust Snopes.com? This site includes hyperlinks to other sites that verify their information, and they also include a list of references with each entry. If you receive emails that detail dire situations and call you to act immediately, then you might consider verifying that information to find out if it is true or false. It might be a rumor.
Of course, it is also important to check out the sources, or the authors of a site to look at its authoritative nature. Barbara and David P. Mikkelson created the website, and you can learn more about them through this Wikipedia article.
Thursday, February 12, 2009
Want to subscribe to a magazine or journal?
In the last week I have recommended ulrichsweb.com to two different individuals. The first called while I was at the Reference Desk. He wanted to know how he could set up his own personal subscriptions to some education journals. The second wanted to know if we had access to Art Journal and how he might start up a subscription.
Ulrichsweb.com takes you to Ulrich's Periodicals Directory. You may browse magazines and journals, or search for a specific title. You can do a keyword search, exact title search, or keyword within the title search. For most individuals the exact title search might prove to be the most useful.
Once you find the expanded record of a particular periodical, you will be able to discover if it is peer reviewed (they use the term "refereed"), its price, number of subscriptions (circulation), its publisher, contact information, its web address, its frequency (weekly, bimonthly, quarterly, annually, etc.), its language, its editor, and so forth. It also provides the different names it has had through the years.
Some students and professors want to know for sure if a periodical is peer reviewed, so this resource provides just that. I also noticed in the EBSCOhost interface on pages that provide links to the issues of a particular magazine or journal it also say if the periodical is peer reviewed or refereed.
Ulrichsweb.com takes you to Ulrich's Periodicals Directory. You may browse magazines and journals, or search for a specific title. You can do a keyword search, exact title search, or keyword within the title search. For most individuals the exact title search might prove to be the most useful.
Once you find the expanded record of a particular periodical, you will be able to discover if it is peer reviewed (they use the term "refereed"), its price, number of subscriptions (circulation), its publisher, contact information, its web address, its frequency (weekly, bimonthly, quarterly, annually, etc.), its language, its editor, and so forth. It also provides the different names it has had through the years.
Some students and professors want to know for sure if a periodical is peer reviewed, so this resource provides just that. I also noticed in the EBSCOhost interface on pages that provide links to the issues of a particular magazine or journal it also say if the periodical is peer reviewed or refereed.
Monday, February 9, 2009
Finding Scholarships, Fellowships, Grants, and Loans
Do you need some scholarship money to help pay for your schooling? Where can you go for help? If you want to search for yourself, you might try conducting some internet searches to find databases with scholarship information, such as www.scholarships.com and Adventures in Education's Scholarship site.
Another option would be to find a reference book at your library that has already compiled contact information of organizations that offer scholarships. At the Idaho State University Library there are at least two books, which might prove useful:
1. The Scholarship Book. 12th Edition. The Complete Guide to Private-Sector Scholarships, Fellowships, Grants, and Loans for the Undergraduate. It contains 4,000 scholarship sources, 400,000 awards worth over $2 billion, and awards up to $40,000 per year. Editors have organized this book by the major fields of study: art, business, education, engineering, humanities, mathematics, science, social sciences, vocational education, and general studies. Subcategories within these broad fields also appear.
Beneath the English Language and Literature section there appear various foundations with the details for eligibility, contact information, website, how to apply, deadlines, number of awards, and the amount of each award. Therefore students may write essays about any of three of Ayn Rand's books for scholarships, which would need to be submitted to the Ayn Rand Foundation for the judging process. This book is over 650 pages, so that provides some indication as to the number of scholarships available for the motivated student. Call Number: REF LB2337.2.S28 2006.
2. The College Blue Book. 36th Edition. Scholarships, Fellowships, Grants, and Loans. This title also organizes its information into disciplines of study. Like the previous title it also give contact information, sponsor of the award, title of the award, fields of study eligible to apply, level of education required, awards given, funds available, eligibility requirements, deadlines, websites, and sources of additional information.
This source would be useful not only for undergraduate and graduate students, but it would also be good for professionals in the field looking for grants and fellowships. Call Number: REF LA226.C685 2009.
Need assistance? At most colleges and universities you can find help from professionals at the Financial Aid Office. They can give advice, recommendations, point you to useful resources, and sometimes they can look over applications for you to verify you have all the required materials and that you completed it accurately. At Idaho State University, the Financial Aid Office provides the following mission statement:
"The Scholarship Office administers the University scholarship program (around $10 million in scholarship disbursements each year) and coordinates timely scholarship-related activity including scholarship announcements and advertising, application screening, selection processes, award notification, and tracking of scholarship recipients. We exist to help students find scholarship opportunities and to help donors find qualified students for their scholarships. We hope you'll find the information linked from our website useful. If you have any questions or need help, please feel free to contact us."
Some universities assign specific individuals to help students with scholarship searches. The ISU Scholarship Office can be contacted here:
ISU Scholarship Office
921 S 8th Ave, Stop 8391
Museum Building, Room 327
Pocatello, ID 83209-8391
Phone: (208) 282-3315
Fax: (208) 282-5717
Email: scholar@isu.edu
Reference librarians can also be helpful in finding scholarship information, though they are not trained to review applications or provide advice. See contact information below:
Idaho State University
Eli M. Oboler Library
Reference Department
921 S. 8th Ave, Stop 8089
Pocatello, ID 83209-8089
* Phone: (208) 282-3152
* Email: refdesk@isu.edu
Another option would be to find a reference book at your library that has already compiled contact information of organizations that offer scholarships. At the Idaho State University Library there are at least two books, which might prove useful:
1. The Scholarship Book. 12th Edition. The Complete Guide to Private-Sector Scholarships, Fellowships, Grants, and Loans for the Undergraduate. It contains 4,000 scholarship sources, 400,000 awards worth over $2 billion, and awards up to $40,000 per year. Editors have organized this book by the major fields of study: art, business, education, engineering, humanities, mathematics, science, social sciences, vocational education, and general studies. Subcategories within these broad fields also appear.
Beneath the English Language and Literature section there appear various foundations with the details for eligibility, contact information, website, how to apply, deadlines, number of awards, and the amount of each award. Therefore students may write essays about any of three of Ayn Rand's books for scholarships, which would need to be submitted to the Ayn Rand Foundation for the judging process. This book is over 650 pages, so that provides some indication as to the number of scholarships available for the motivated student. Call Number: REF LB2337.2.S28 2006.
2. The College Blue Book. 36th Edition. Scholarships, Fellowships, Grants, and Loans. This title also organizes its information into disciplines of study. Like the previous title it also give contact information, sponsor of the award, title of the award, fields of study eligible to apply, level of education required, awards given, funds available, eligibility requirements, deadlines, websites, and sources of additional information.
This source would be useful not only for undergraduate and graduate students, but it would also be good for professionals in the field looking for grants and fellowships. Call Number: REF LA226.C685 2009.
Need assistance? At most colleges and universities you can find help from professionals at the Financial Aid Office. They can give advice, recommendations, point you to useful resources, and sometimes they can look over applications for you to verify you have all the required materials and that you completed it accurately. At Idaho State University, the Financial Aid Office provides the following mission statement:
"The Scholarship Office administers the University scholarship program (around $10 million in scholarship disbursements each year) and coordinates timely scholarship-related activity including scholarship announcements and advertising, application screening, selection processes, award notification, and tracking of scholarship recipients. We exist to help students find scholarship opportunities and to help donors find qualified students for their scholarships. We hope you'll find the information linked from our website useful. If you have any questions or need help, please feel free to contact us."
Some universities assign specific individuals to help students with scholarship searches. The ISU Scholarship Office can be contacted here:
ISU Scholarship Office
921 S 8th Ave, Stop 8391
Museum Building, Room 327
Pocatello, ID 83209-8391
Phone: (208) 282-3315
Fax: (208) 282-5717
Email: scholar@isu.edu
Reference librarians can also be helpful in finding scholarship information, though they are not trained to review applications or provide advice. See contact information below:
Idaho State University
Eli M. Oboler Library
Reference Department
921 S. 8th Ave, Stop 8089
Pocatello, ID 83209-8089
* Phone: (208) 282-3152
* Email: refdesk@isu.edu
Saturday, February 7, 2009
Reference Books About Marine Mammals
In many of the instruction sessions I teach, I like to emphasize the importance of consulting reference materials. Reading an article from an encyclopedia can help you know the basics on a given topic. Reference materials generally do not need to be cited, as they often include information that the experts in that field consider common knowledge on that topic. In several places the index finger symbol is used in close association with reference books, and rightly so, because reference books point or refer you to other sources. Near the end of an encyclopedia article a bibliography or list of sources appears, directing you to sources that contain more in-depth research/information.
Here are some more reference books worth looking at:
1. Encyclopedia of Human-Animal Relationships: contains animal rights information, articles on anthropomorphism, and entries about humans and animals in art, biology, economics, film, etc. Useful features include cross references, side bars, list of and references.
Some may find it annoying that major topics may be split among different volumes, so a section on animals in film might start in one volume and conclude in another. Since there is no list of subheadings, consult the index to find specific items of interest. The art section appeared to be rather short.
Call Number: QL85 .E53 2007.
Volumes: 4
Note: The editor of this encyclopedia is Marc Bekoff, a founder of an animal-rights group, so the encyclopedia will be a bit slanted in that direction.
2. Encyclopedia of Marine Mammals provides information on all types of ocean mammals and includes 16 color images toward the beginning of the volume. It has over 1400 pages and includes a useful index.
Call Number: QL713.2 .E63 2002
Entries give specific information on various species, such as their taxonomy, anatomical and physiological feature, population size, ecology, eating or foraging habits, life cycles, behavior, demographic parameters, and relations with humans. Maps portray their habitat ranges, black-and-white photographs give an idea of what they look like, and a list of references point to further information.
General articles talk about marine-mammal fossils, coloration of marine mammals, sociobiology, swimming, and many other related subjects.
3. Marine Mammals of the World: A Comprehensive Guide to their Identification is a newer volume (2008) and includes beautiful color photographs of animals in their aquatic settings. It contains a glossary of terms, an index, references, skull morphology, and a dichotomous identification key.
As the title suggests, this book seeks to aid individuals so they may "more easily identify marine mammals that they may come across during trips to sea, while walking on the beach, or when visiting a museum or other research collection" (xi). By marine mammals they mean "cetaceans (whales, dolphins, and porpoises), pinnipeds (seals sea lions, and walruses), sirenians (manatees, dugongs, and sea cows), marine and sea otters, and the polar bear. [...] The term marine mammal, therefore, implies no systematic or taxonomic relationship. In fact, the cetaceans are more closely related to camels and hippos than they are to other marine mamals, the pinnipeds have more in common with bears and weasels, and the sirenians are more closely allied to elephants and hyraxes. These differences no withstanding, however, all marine mammals have one thing in common--they derive all (or most) of their food from marine (or sometimes fresh) water" (1). Not surprisingly, this book is organized by these group distinctions.
Here are some more reference books worth looking at:
1. Encyclopedia of Human-Animal Relationships: contains animal rights information, articles on anthropomorphism, and entries about humans and animals in art, biology, economics, film, etc. Useful features include cross references, side bars, list of and references.
Some may find it annoying that major topics may be split among different volumes, so a section on animals in film might start in one volume and conclude in another. Since there is no list of subheadings, consult the index to find specific items of interest. The art section appeared to be rather short.
Call Number: QL85 .E53 2007.
Volumes: 4
Note: The editor of this encyclopedia is Marc Bekoff, a founder of an animal-rights group, so the encyclopedia will be a bit slanted in that direction.
2. Encyclopedia of Marine Mammals provides information on all types of ocean mammals and includes 16 color images toward the beginning of the volume. It has over 1400 pages and includes a useful index.
Call Number: QL713.2 .E63 2002
Entries give specific information on various species, such as their taxonomy, anatomical and physiological feature, population size, ecology, eating or foraging habits, life cycles, behavior, demographic parameters, and relations with humans. Maps portray their habitat ranges, black-and-white photographs give an idea of what they look like, and a list of references point to further information.
General articles talk about marine-mammal fossils, coloration of marine mammals, sociobiology, swimming, and many other related subjects.
3. Marine Mammals of the World: A Comprehensive Guide to their Identification is a newer volume (2008) and includes beautiful color photographs of animals in their aquatic settings. It contains a glossary of terms, an index, references, skull morphology, and a dichotomous identification key.
As the title suggests, this book seeks to aid individuals so they may "more easily identify marine mammals that they may come across during trips to sea, while walking on the beach, or when visiting a museum or other research collection" (xi). By marine mammals they mean "cetaceans (whales, dolphins, and porpoises), pinnipeds (seals sea lions, and walruses), sirenians (manatees, dugongs, and sea cows), marine and sea otters, and the polar bear. [...] The term marine mammal, therefore, implies no systematic or taxonomic relationship. In fact, the cetaceans are more closely related to camels and hippos than they are to other marine mamals, the pinnipeds have more in common with bears and weasels, and the sirenians are more closely allied to elephants and hyraxes. These differences no withstanding, however, all marine mammals have one thing in common--they derive all (or most) of their food from marine (or sometimes fresh) water" (1). Not surprisingly, this book is organized by these group distinctions.
Thursday, February 5, 2009
Reference Books
Periodically, the librarians who work at the Idaho State University Reference Desk meet together to talk about reference books. It gives us an opportunity to understand what we have in our collection that may be of interest to students and faculty. This post seeks to highlight some of these resources and their strengths. Look in our catalog to verify call numbers and locations.
1. The Worldwide History of Dress includes many color images and descriptions of mostly traditional and non-western clothing. Each of the ten sections focuses on major geographical areas in the world. Images portray brightly-colored costumes with ornate dragons, flowers, animals, etc. Dimensions of the articles of clothing appear next to the images.
Reproductions of historical documents also appear that emphasize the clothing theme of various cultures. Entries also detail basic histories of the peoples who have created the articles of clothing, the materials used to make the clothing, and a little bit about the process required for creating them.
It includes a full glossary of terms, an extensive bibliography, and a lengthy index. You may wish to have a magnifying glass on hand when you consult these appendices.
Students and faculty in the fields of anthropology, theater, dance, and history may be the most interested in this book. Call Number: GT511 .A63 2007.
2. For those who are more interested in contemporary clothing The Complete Fashion Sourcebook may be just what you are looking for. This reference resource shows how styles of clothing changed from year to year in the twentieth century. Unfortunately, it does not cover all of the decades of the 20th century, nor does it show all of the styles, since it focuses mainly on upper-class fashions. For the everyday styles you might have better luck searching through old Montgomery Ward or Sears Roebuck catalogs.
Again, this book shows images, includes an index, and may be most useful to students of anthropology, theater, dance, and history. Call Number: GT596 .P393 2005.
3. The Encyclopedia of Clothing and Fashion was another interesting resource. Call Number: GT507 .E53 2005. It has three volumes and likely fills in a lot of the gaps left by the previous two resources discussed, while it may repeat some of the same things.
While I had hoped to discuss the other books in this post, it appears I am out of time tonight. Most reference materials turn out to be interesting to me as evidence by my experience tonight. Once I open them up I end up looking at them longer than I originally intended.
1. The Worldwide History of Dress includes many color images and descriptions of mostly traditional and non-western clothing. Each of the ten sections focuses on major geographical areas in the world. Images portray brightly-colored costumes with ornate dragons, flowers, animals, etc. Dimensions of the articles of clothing appear next to the images.
Reproductions of historical documents also appear that emphasize the clothing theme of various cultures. Entries also detail basic histories of the peoples who have created the articles of clothing, the materials used to make the clothing, and a little bit about the process required for creating them.
It includes a full glossary of terms, an extensive bibliography, and a lengthy index. You may wish to have a magnifying glass on hand when you consult these appendices.
Students and faculty in the fields of anthropology, theater, dance, and history may be the most interested in this book. Call Number: GT511 .A63 2007.
2. For those who are more interested in contemporary clothing The Complete Fashion Sourcebook may be just what you are looking for. This reference resource shows how styles of clothing changed from year to year in the twentieth century. Unfortunately, it does not cover all of the decades of the 20th century, nor does it show all of the styles, since it focuses mainly on upper-class fashions. For the everyday styles you might have better luck searching through old Montgomery Ward or Sears Roebuck catalogs.
Again, this book shows images, includes an index, and may be most useful to students of anthropology, theater, dance, and history. Call Number: GT596 .P393 2005.
3. The Encyclopedia of Clothing and Fashion was another interesting resource. Call Number: GT507 .E53 2005. It has three volumes and likely fills in a lot of the gaps left by the previous two resources discussed, while it may repeat some of the same things.
While I had hoped to discuss the other books in this post, it appears I am out of time tonight. Most reference materials turn out to be interesting to me as evidence by my experience tonight. Once I open them up I end up looking at them longer than I originally intended.
Friday, January 30, 2009
Looking for a job? Are you trying to decide on a career?
Occupational Outlook Handbook
What do you want to be when you grow up? If this question still haunts you, consider looking at the Occupational Outlook Handbook, which details average yearly salaries, job duties, qualifications, educational attainment, etc. Accessible online at www.bls.gov/OCO/. Additionally, you can gain a sense for the future growth or decline of a particular career. If you want to know what kinds of jobs are available or preferred by those in specific majors, check out www.bls.gov/k12/index.htm. This site provides several career options for each school subject, such as math, reading, science, computers, and even helping people.
Did you know that an average pharmacist makes between $80,000 and $100,000 annually? If you like chemistry and math classes this might be just the career for you. Discover what other workers and professionals make from the Occupational Outlook Handbook: www.bls.gov/OCO/. This resource also provides informed estimates about those careers that will be in most demand. So you like nature, music, or sports better? Check out the following website to discover which jobs may be more suited to your interests: www.bls.gov/k12/index.htm.
What’s your favorite subject in school? If you like computers, you might be interested in becoming a database analyst, a software engineer, a support specialism, a webmaster, a hardware engineer, or a systems analyst. Throughout the country a webmaster averaged between “$49,510 and $82,630 in 2006.” Additionally, “the number of [webmaster] jobs is expected to grow much faster than the average for all occupations between 2006 and 2016.” To see specific subjects connected to potential occupations, look at www.bls.gov/k12/index.htm. Or take a peek at the Occupational Outlook Handbook for more detailed information and even more occupations: www.bls.gov/OCO/.
What’s your favorite college class that you’ve taken so far? Would you like to know what kinds of jobs are available for someone who likes a particular subject in school? Take a look at www.bls.gov/k12/index.htm to see potential occupations, earnings, jobs in high demand, descriptions of responsibilities, and education requirements. For more detailed information and a longer list of jobs, access the Occupational Outlook Handbook on the Bureau of Labor Statistics website: www.bls.gov/OCO/.
What do you want to be when you grow up? If this question still haunts you, consider looking at the Occupational Outlook Handbook, which details average yearly salaries, job duties, qualifications, educational attainment, etc. Accessible online at www.bls.gov/OCO/. Additionally, you can gain a sense for the future growth or decline of a particular career. If you want to know what kinds of jobs are available or preferred by those in specific majors, check out www.bls.gov/k12/index.htm. This site provides several career options for each school subject, such as math, reading, science, computers, and even helping people.
Did you know that an average pharmacist makes between $80,000 and $100,000 annually? If you like chemistry and math classes this might be just the career for you. Discover what other workers and professionals make from the Occupational Outlook Handbook: www.bls.gov/OCO/. This resource also provides informed estimates about those careers that will be in most demand. So you like nature, music, or sports better? Check out the following website to discover which jobs may be more suited to your interests: www.bls.gov/k12/index.htm.
What’s your favorite subject in school? If you like computers, you might be interested in becoming a database analyst, a software engineer, a support specialism, a webmaster, a hardware engineer, or a systems analyst. Throughout the country a webmaster averaged between “$49,510 and $82,630 in 2006.” Additionally, “the number of [webmaster] jobs is expected to grow much faster than the average for all occupations between 2006 and 2016.” To see specific subjects connected to potential occupations, look at www.bls.gov/k12/index.htm. Or take a peek at the Occupational Outlook Handbook for more detailed information and even more occupations: www.bls.gov/OCO/.
What’s your favorite college class that you’ve taken so far? Would you like to know what kinds of jobs are available for someone who likes a particular subject in school? Take a look at www.bls.gov/k12/index.htm to see potential occupations, earnings, jobs in high demand, descriptions of responsibilities, and education requirements. For more detailed information and a longer list of jobs, access the Occupational Outlook Handbook on the Bureau of Labor Statistics website: www.bls.gov/OCO/.
Thursday, January 22, 2009
Teaching Upper-division College Student in the Library
What do you teach college students who have already received multiple instruction sessions from librarians? By the time a student reaches their junior or senior year they may have already visited the library in three or four other classes. Many teacher of the basic English and Speech courses like to make sure their students gain a basic understanding of the Library and its resources. These general education classes provide a foundation for students. Likewise, the Library component of these courses only lays the groundwork on which the students can build, so they learn how to find a book in the catalog, how to find a book on the shelves, how to search for articles in the databases, and how to use the Library's website to its full advantage. Sometimes they develop some information-literacy skills, such as evaluating search results, understanding the difference between scholarly and popular periodicals, knowing how information is created, or how to search the internet more effectively.
If they know all this, then what do you teach an upper-division student? Beneath the umbrella of information literacy there are so many skills to help students develop, but there are also so many kinds of resources available that they should learn about. Lower-division coeds just need to know about the largest database, so they can conduct some general searches. Once a student begins studying within the realm of their major or discipline, then they need to learn more about the specialized databases.
For example, today I taught two mass communications classes. One class wanted to know about successful anti-drug campaigns. They want to know which techniques more effectively influence teens and college students from taking drugs. In fact they want to develop ideas for an ad campaign that speaks up against binge drinking, to encourage smart, responsible drinking--moderation in other words. EBSCOhost's Business Source Complete database contains lots of articles that could help them get started on this topic of advertising and public-service announcements. Academic Search Complete yields lots of results on the alcohol, binge drinking, and college student topics.
A colleague of mine taught with me in the second class; she made students aware of the folder concept within these databases. Once students conduct searches, they can save the most relevant articles to their folders and come back to the database where they will find those same articles. If they are working together in groups, they can share their passwords and usernames with others in the groups to see the articles they think to be most useful. Juniors and seniors seem to appreciate these little tips that they did not learn about in previous library workshops. We didn't mention the whole RSS-feed concept, but maybe we should have.
In the first class, at least one student expressed interest in the CQ Researcher database. She had never heard of it before. It seems that she liked the Bibliography section, but she also seemed pleased with the whole product in general. It really is a well-researched publication.
Upper-division students really appreciate the hands-on practice time. It's important to them. Especially for those who feel that they have heard it all before, they just want to get started on their project. I am convinced that students learn the material a lot better when they get a chance to get their hands dirty interacting with the resource in question. Often times they ask questions they did not know they had previously. When a librarian is there to answer their questions immediately they are more likely to think of a librarian later and ask for their expertise.
Librarians can conduct searches and save the best results in folder and share these folders with students who tend to appreciate this. In today's questions we also emphasized the importance of using the subject pages, which identify a few of the best databases, websites, and books for the majority of majors on campus. I also invited students to look at my delicious bookmarks, where I had tagged several websites that may be useful for them and their project: alcohol, drug_awareness, drugs, marketing, advertising, etc.
Junior and seniors know quite a bit, and many of them have accessed databases via the Library website. This one skill may be just one more reason why they have survived the first couple years of college. They are a bit more sophisticated then the freshmen and sophomores. Given the chance, they will engage in an intelligent conversation or class discussion. Chance are that they will not respond to questions that they consider to be too obvious.
Teaching the upper-division classes may require more preparation on the side of the librarian, because they may also need to know how to find more statistics and the answers to specific, complicated questions. Yet this demand for more in-depth preparation also yields more satisfaction as librarians get dig deeper and understand more aspects of the subject in question.
Upper-division students can also benefit with knowledge about how to find an article if they have the journal title. ISU students ought to use the A to Z Journal List; a search box can be found on the ISU Library homepage. If that does not help them, then they need to know how to request the item through the Inter-Library Loan department in the Library.
Yes, we did tell them about finding ads on YouTube and Google Video. We also taught them how to use LexisNexis Academic and introduced them to Mergent Online. Toward the end of the class period we did have students come take one of the books we had brought into the classroom to emphasize the importance of consulting books for statistics, specific information, strategies, etc.
If they know all this, then what do you teach an upper-division student? Beneath the umbrella of information literacy there are so many skills to help students develop, but there are also so many kinds of resources available that they should learn about. Lower-division coeds just need to know about the largest database, so they can conduct some general searches. Once a student begins studying within the realm of their major or discipline, then they need to learn more about the specialized databases.
For example, today I taught two mass communications classes. One class wanted to know about successful anti-drug campaigns. They want to know which techniques more effectively influence teens and college students from taking drugs. In fact they want to develop ideas for an ad campaign that speaks up against binge drinking, to encourage smart, responsible drinking--moderation in other words. EBSCOhost's Business Source Complete database contains lots of articles that could help them get started on this topic of advertising and public-service announcements. Academic Search Complete yields lots of results on the alcohol, binge drinking, and college student topics.
A colleague of mine taught with me in the second class; she made students aware of the folder concept within these databases. Once students conduct searches, they can save the most relevant articles to their folders and come back to the database where they will find those same articles. If they are working together in groups, they can share their passwords and usernames with others in the groups to see the articles they think to be most useful. Juniors and seniors seem to appreciate these little tips that they did not learn about in previous library workshops. We didn't mention the whole RSS-feed concept, but maybe we should have.
In the first class, at least one student expressed interest in the CQ Researcher database. She had never heard of it before. It seems that she liked the Bibliography section, but she also seemed pleased with the whole product in general. It really is a well-researched publication.
Upper-division students really appreciate the hands-on practice time. It's important to them. Especially for those who feel that they have heard it all before, they just want to get started on their project. I am convinced that students learn the material a lot better when they get a chance to get their hands dirty interacting with the resource in question. Often times they ask questions they did not know they had previously. When a librarian is there to answer their questions immediately they are more likely to think of a librarian later and ask for their expertise.
Librarians can conduct searches and save the best results in folder and share these folders with students who tend to appreciate this. In today's questions we also emphasized the importance of using the subject pages, which identify a few of the best databases, websites, and books for the majority of majors on campus. I also invited students to look at my delicious bookmarks, where I had tagged several websites that may be useful for them and their project: alcohol, drug_awareness, drugs, marketing, advertising, etc.
Junior and seniors know quite a bit, and many of them have accessed databases via the Library website. This one skill may be just one more reason why they have survived the first couple years of college. They are a bit more sophisticated then the freshmen and sophomores. Given the chance, they will engage in an intelligent conversation or class discussion. Chance are that they will not respond to questions that they consider to be too obvious.
Teaching the upper-division classes may require more preparation on the side of the librarian, because they may also need to know how to find more statistics and the answers to specific, complicated questions. Yet this demand for more in-depth preparation also yields more satisfaction as librarians get dig deeper and understand more aspects of the subject in question.
Upper-division students can also benefit with knowledge about how to find an article if they have the journal title. ISU students ought to use the A to Z Journal List; a search box can be found on the ISU Library homepage. If that does not help them, then they need to know how to request the item through the Inter-Library Loan department in the Library.
Yes, we did tell them about finding ads on YouTube and Google Video. We also taught them how to use LexisNexis Academic and introduced them to Mergent Online. Toward the end of the class period we did have students come take one of the books we had brought into the classroom to emphasize the importance of consulting books for statistics, specific information, strategies, etc.
Wednesday, January 14, 2009
CQ Researcher
One of my favorite databases is CQ Researcher, which provides articles on "hot topics" each week by qualified writers. Not long ago I wrote a few potential blurbs about this database and sent them to the editor of our bathroom newsletter. It occurred to me just yesterday that these blurbs would be good for this information-literacy blog. This type of database seems like it would be particularly useful to those in Speech and lower-division courses where students need to discuss or write about current topics of interest. The editor's final edition appear at the end of this post.
Blurb #1
"Mexico’s Drug War: Is the violence spilling into the U.S.?" This is the title to a recent report published by CQ Researcher. This database discusses issues of current interest each week in the same format, looking at the past, present, and future of a particular phenomenon. Some students like the section where two experts take opposing sides to the question at hand. Others appreciate the extensive list of references at the end as it launches them on a fruitful research trajectory.
[Trajectory: adj. 1. Physics. Of or pertaining to that which is thrown or hurled through the air or space. N. 1. a. Physics. The path of any body moving under the action of given forces; by many modern writers restricted to that of a body not known to be moving, like a planet, in a closed curve or orbit; esp. the curve described by a projectile in its flight through the air.]
Blurb #2
Do you need to know more about an issue of current interest? Congressional Quarterly Researcher can fulfill your need. Each week it publishes substantive articles that deal with important phenomena in our society, typically with deep political ramifications. Take a look at the most recent issues, browse by topic, or search for issues important to you. Topics include cyberbullying, the drug war in Mexico, obesity in children, steroids in sports, global warming, etc.
Blurb #3
Will you need to write a term paper or a speech this semester? Take a look at one of the Library’s most interesting databases, CQ Researcher. It includes salient articles relevant to today’s most pressing issues, from Mexico’s drug wars to financial bailouts, gun rights to declining birth rates, and gay marriage to internet accuracy. Experts take sides on issues, outlining the pros and cons from their own perspectives. A large bibliography or works-cited section also proves useful for those willing to do more fulfilling, in-depth research.
Blurb # 4
Are you ready to branch out from the normal databases you usually access? This database, CQ Researcher, can help you understand issues of importance for our country, including a breakdown of its history, current situation, and future outlook. Find articles on China’s human rights, Mexico’s drug war, cyberbullying, race and politics, and much more. Each article offers other sources of information for digging deeper into the subject.
Editor's Final Edition Titled:
"For Current Events & Controversial Issues!"
Need to write a speech or a term paper on a "hot topic"? Try CQ Researcher, one of the Library's most interesting databases. Weekly reports focus on specific topics, from financial bailouts to Mexico's drug wars; gun rights to declining birth rates; gay marriage to Internet accuracy. Each includes:
• an overview of the topic
• an in-depth discussion of the current situation
• a Pro/Con section
• a very useful Chronology
• a bibliography
• an "Issue Tracker" for Related Reports.
Written by experts, all information is accurate and trustworthy. For help with CQ Researcher or any library resource, just ask at the Reference Desk!
Blurb #1
"Mexico’s Drug War: Is the violence spilling into the U.S.?" This is the title to a recent report published by CQ Researcher. This database discusses issues of current interest each week in the same format, looking at the past, present, and future of a particular phenomenon. Some students like the section where two experts take opposing sides to the question at hand. Others appreciate the extensive list of references at the end as it launches them on a fruitful research trajectory.
[Trajectory: adj. 1. Physics. Of or pertaining to that which is thrown or hurled through the air or space. N. 1. a. Physics. The path of any body moving under the action of given forces; by many modern writers restricted to that of a body not known to be moving, like a planet, in a closed curve or orbit; esp. the curve described by a projectile in its flight through the air.]
Blurb #2
Do you need to know more about an issue of current interest? Congressional Quarterly Researcher can fulfill your need. Each week it publishes substantive articles that deal with important phenomena in our society, typically with deep political ramifications. Take a look at the most recent issues, browse by topic, or search for issues important to you. Topics include cyberbullying, the drug war in Mexico, obesity in children, steroids in sports, global warming, etc.
Blurb #3
Will you need to write a term paper or a speech this semester? Take a look at one of the Library’s most interesting databases, CQ Researcher. It includes salient articles relevant to today’s most pressing issues, from Mexico’s drug wars to financial bailouts, gun rights to declining birth rates, and gay marriage to internet accuracy. Experts take sides on issues, outlining the pros and cons from their own perspectives. A large bibliography or works-cited section also proves useful for those willing to do more fulfilling, in-depth research.
Blurb # 4
Are you ready to branch out from the normal databases you usually access? This database, CQ Researcher, can help you understand issues of importance for our country, including a breakdown of its history, current situation, and future outlook. Find articles on China’s human rights, Mexico’s drug war, cyberbullying, race and politics, and much more. Each article offers other sources of information for digging deeper into the subject.
Editor's Final Edition Titled:
"For Current Events & Controversial Issues!"
Need to write a speech or a term paper on a "hot topic"? Try CQ Researcher, one of the Library's most interesting databases. Weekly reports focus on specific topics, from financial bailouts to Mexico's drug wars; gun rights to declining birth rates; gay marriage to Internet accuracy. Each includes:
• an overview of the topic
• an in-depth discussion of the current situation
• a Pro/Con section
• a very useful Chronology
• a bibliography
• an "Issue Tracker" for Related Reports.
Written by experts, all information is accurate and trustworthy. For help with CQ Researcher or any library resource, just ask at the Reference Desk!
Bathroom Newsletter
Recently, our Library began a newsletter for our restrooms. In our first issue we invited individuals to propose names for the newsletter and offered a gift certificate to the campus bookstore to the winner. "The Writing on the Stall" won the contest.
Each issue includes a little blurb about one of our databases or resources, a technology tip, a research tip from our student assistant, the Library's contact information, hours of the library, a masthead, and a few dates to celebrate from Chase's Calendar of Events. Initially, we used regular-size paper (8 1/2 by 11), but we decided to go with the legal-size paper, so we could increase the font size and still have room enough to write a few things of interest to students and patrons of our library.
Hopefully, this will make students aware of the services we provide at the Reference Desk, since we often will say they can find more help with a particular resource or with their research at the Reference Desk. Ideally, it will inform students of resources that will help them become more information literate.
Each issue includes a little blurb about one of our databases or resources, a technology tip, a research tip from our student assistant, the Library's contact information, hours of the library, a masthead, and a few dates to celebrate from Chase's Calendar of Events. Initially, we used regular-size paper (8 1/2 by 11), but we decided to go with the legal-size paper, so we could increase the font size and still have room enough to write a few things of interest to students and patrons of our library.
Hopefully, this will make students aware of the services we provide at the Reference Desk, since we often will say they can find more help with a particular resource or with their research at the Reference Desk. Ideally, it will inform students of resources that will help them become more information literate.
Monday, January 12, 2009
Looking for Educational Institutions Around the World???
At the ISU Reference Desk I found an interesting directory called The World of Learning: 2005. This two-volume reference book includes entries of each country in the world with lists of their academic, research, and art institutions. It also contains contact information for each of these institutions as well as for learned societies. Alongside the contact information for the various universities, this book also names the professors who teach and research at the university in question.
Since the publisher relies on each institution to complete a form each time it updates the information, not all of the university entries include a full listing of faculty, but they do name at least the principal leaders, number of students, number of teachers, their librarians, and the names of their journal publications. A brief description of the university explains when it was founded and any name changes it has undergone.
This resource identifies international institutions as well as institutions within the United States. Most entries contain email and internet addresses next to the telephone number and physical address.
I suspect a resource like this would be useful for researchers and students who intend to study abroad. Researchers could contact the pertinent institutions in the country where they will travel and ask if they have any archives or resources that would be useful for their research. Students could learn quite a bit by going to such an institution to see how things differ from their own institution. Graduate students looking for programs could also learn about an institution's programs. It's a good faculty directory.
Since the publisher relies on each institution to complete a form each time it updates the information, not all of the university entries include a full listing of faculty, but they do name at least the principal leaders, number of students, number of teachers, their librarians, and the names of their journal publications. A brief description of the university explains when it was founded and any name changes it has undergone.
This resource identifies international institutions as well as institutions within the United States. Most entries contain email and internet addresses next to the telephone number and physical address.
I suspect a resource like this would be useful for researchers and students who intend to study abroad. Researchers could contact the pertinent institutions in the country where they will travel and ask if they have any archives or resources that would be useful for their research. Students could learn quite a bit by going to such an institution to see how things differ from their own institution. Graduate students looking for programs could also learn about an institution's programs. It's a good faculty directory.
Monday, December 15, 2008
Partnering with Writing Centers and Teachable Moments
Recently I read two good articles in The Reference Librarian. The first one discussed the issue of teachable moments, looking for times when patrons might be willing to receive more information. Susan Avery notes that these "moments" cannot be planned or "anticipate[d]," are "dependent on the readiness of the recipient," and are "serendipitous." Librarians can give more help than required; we can share our expertise of the many information tools we encounter on a regular basis. Of course, Avery does acknowledge that librarians should be "sensitive to the needs of the patron." Frankly, some individuals could care less about conducting a database search more efficiently as they have other priorities and demands on their time. Therefore, librarians must make their own judgment calls, paying attention to receptivity, attitudes, perceived time constraints, information needs, etc. (117).
Along these lines, Avery suggests ideas that can be found in your standard library-science textbook on reference work:
1. Listen.
2. Be patient and flexible.
3. Look for body language cues.
4. Keep it short and to the point.
5. Let the students do the work.
For understanding the different setting in which a librarian might look for a "teachable moment," see the article.
Works Cited
Avery, Susan. "When Opportunity Knocks: Opening the Door Through Teachable Moments." The Reference Librarian 49.2 (2008): 109-18.
Rachel Cooke and Carol Bledsoe promote the idea of including the Writing Center within the campus library. Doing this would "provide opportunities for partnership" (119). This would be more convenient for the students, particularly those involved in the research and writing process. They discuss how librarians and writing tutors could provide help at each others' desks. Librarians could also train the writing tutors to do some basic research, which would benefit many students simultaneously as many tutors are actually students.
Much of the article revolves around five "challenges" encountered by reference librarians and writing tutors alike:
1. Guiding students through the sequence of the writing process (120).
2. Uncertainty about the assignment (121).
3. "The paper is due in an hour" (121).
4. When students request a librarian or writing tutor to do their research or edit their paper (122).
5. Students who say: "I can find everything on Google. I'll just cut and paste." This touches on the quantity and quality of sources as well as proper citation of these sources.
Let me make just one comment about challenge number one. The authors make a good point that librarians and tutors should not assume that the writing process is the same for everyone. Increasingly, college instructors require their students to write a paper without doing research--at least at the outset. Particularly with lower-division students, instructors find that they let the sources do the talking. Having students write their own thoughts first helps them know what they think; then they can analyze and evaluate what the sources say in comparison with their own ideas.
Therefore, once the students has written their own personal idea paper, then the instructor requires them to research in the area of their topic and write a paper that incorporates their own ideas while also considering the ideas of others. I repeat myself here, because this is something I want to remember. The idea seems to promote real learning and connecting it with real life. What do I know about X? Why do I think this way? What do others say about this topic in question? How do my ideas differ from someone else's? Do their ideas expose any gaps in my own logic? Will I change and adjust my own thinking on this? How?
Somewhat reminiscent of Hegel's model, an instructor who follows this kind of assignment encourages students to form a thesis, consider an antithesis, and then synthesize the two. Adopting this approach could facilitate higher orders of thinking for many students, since too often students revert back to their comfort zones of reporting what they find, rather than thinking about what they find in their research. These "comfort zones" hearken back to show-and-tell activities in the early stages of a child's education.
Cooke, Rachel and Carol Bledsoe. "Writing Centers and Libraries: One-Stop Shopping for Better Term Papers." The Reference Librarian 49.2 (2008): 119-27.
Along these lines, Avery suggests ideas that can be found in your standard library-science textbook on reference work:
1. Listen.
2. Be patient and flexible.
3. Look for body language cues.
4. Keep it short and to the point.
5. Let the students do the work.
For understanding the different setting in which a librarian might look for a "teachable moment," see the article.
Works Cited
Avery, Susan. "When Opportunity Knocks: Opening the Door Through Teachable Moments." The Reference Librarian 49.2 (2008): 109-18.
Rachel Cooke and Carol Bledsoe promote the idea of including the Writing Center within the campus library. Doing this would "provide opportunities for partnership" (119). This would be more convenient for the students, particularly those involved in the research and writing process. They discuss how librarians and writing tutors could provide help at each others' desks. Librarians could also train the writing tutors to do some basic research, which would benefit many students simultaneously as many tutors are actually students.
Much of the article revolves around five "challenges" encountered by reference librarians and writing tutors alike:
1. Guiding students through the sequence of the writing process (120).
2. Uncertainty about the assignment (121).
3. "The paper is due in an hour" (121).
4. When students request a librarian or writing tutor to do their research or edit their paper (122).
5. Students who say: "I can find everything on Google. I'll just cut and paste." This touches on the quantity and quality of sources as well as proper citation of these sources.
Let me make just one comment about challenge number one. The authors make a good point that librarians and tutors should not assume that the writing process is the same for everyone. Increasingly, college instructors require their students to write a paper without doing research--at least at the outset. Particularly with lower-division students, instructors find that they let the sources do the talking. Having students write their own thoughts first helps them know what they think; then they can analyze and evaluate what the sources say in comparison with their own ideas.
Therefore, once the students has written their own personal idea paper, then the instructor requires them to research in the area of their topic and write a paper that incorporates their own ideas while also considering the ideas of others. I repeat myself here, because this is something I want to remember. The idea seems to promote real learning and connecting it with real life. What do I know about X? Why do I think this way? What do others say about this topic in question? How do my ideas differ from someone else's? Do their ideas expose any gaps in my own logic? Will I change and adjust my own thinking on this? How?
Somewhat reminiscent of Hegel's model, an instructor who follows this kind of assignment encourages students to form a thesis, consider an antithesis, and then synthesize the two. Adopting this approach could facilitate higher orders of thinking for many students, since too often students revert back to their comfort zones of reporting what they find, rather than thinking about what they find in their research. These "comfort zones" hearken back to show-and-tell activities in the early stages of a child's education.
Cooke, Rachel and Carol Bledsoe. "Writing Centers and Libraries: One-Stop Shopping for Better Term Papers." The Reference Librarian 49.2 (2008): 119-27.
Friday, December 12, 2008
Using Google Analytics to Track Usage of Your Websites or Blogs
Not too long ago I learned that it was possible to track the number of visitors who come and visit your website or blog. I decided to give it a try and began an account with Google Analytics. This account remains free to me for now. I do not know enough about it right now to say whether or not it would charge for more specific data gathering or crunching.
Anyway, I largely forgot about this, until recently I wondered if it had gathered any statistics for me. It shows a report of the last month's activity on my site. Apparently, 139 people have viewed my blog in the last month, but these people have visited it 149 times. It's likely that I am the only repeat visitor. Please tell me if this is not the case. 70.75% found my blog via a search engine. 19.05% found the site from a referring site, perhaps a blog reader. That leaves 10.20% who visit this blog directly, so I guess that would be me. 50 pages were viewed a total of 216 times.
How should I interpret this data? I do not know for sure, but the cool thing I liked about the report was it's feature that showed me which pages were visited the most. It gave a top four list:
1. Library Instruction A La Carte Information Literacy
2. Updated Teaching Philosophy
3. Active Learning Ideas
4. How Do You Know if it's Scholarly
I like how it shows the average amount of time a person viewed your page. The "Updated Teaching Philosophy" averaged about 8 minutes a view, while the "Active Learning Ideas" page was viewed about 6 minutes a view. It's just fascinating to me that I can track this now. I'm not sure how this will affect what I do with my blog. It seems that the proprietors of the blog applications and the analytics applications would want you to understand a bit how you are reaching out to the world, perhaps that would inspire the blogger to write a bit more and consider topics that would appeal to a larger audience.
We shall see if I write about this more in the future. There are certainly sites and blogs that discuss ways in which the bloggers can make their blogs more prominent and visible.
Anyway, I largely forgot about this, until recently I wondered if it had gathered any statistics for me. It shows a report of the last month's activity on my site. Apparently, 139 people have viewed my blog in the last month, but these people have visited it 149 times. It's likely that I am the only repeat visitor. Please tell me if this is not the case. 70.75% found my blog via a search engine. 19.05% found the site from a referring site, perhaps a blog reader. That leaves 10.20% who visit this blog directly, so I guess that would be me. 50 pages were viewed a total of 216 times.
How should I interpret this data? I do not know for sure, but the cool thing I liked about the report was it's feature that showed me which pages were visited the most. It gave a top four list:
1. Library Instruction A La Carte Information Literacy
2. Updated Teaching Philosophy
3. Active Learning Ideas
4. How Do You Know if it's Scholarly
I like how it shows the average amount of time a person viewed your page. The "Updated Teaching Philosophy" averaged about 8 minutes a view, while the "Active Learning Ideas" page was viewed about 6 minutes a view. It's just fascinating to me that I can track this now. I'm not sure how this will affect what I do with my blog. It seems that the proprietors of the blog applications and the analytics applications would want you to understand a bit how you are reaching out to the world, perhaps that would inspire the blogger to write a bit more and consider topics that would appeal to a larger audience.
We shall see if I write about this more in the future. There are certainly sites and blogs that discuss ways in which the bloggers can make their blogs more prominent and visible.
Wednesday, November 26, 2008
Searching the Library Catalog
Finding the right book through the catalog can be a tricky thing sometimes. Recently, someone came to the Reference Desk asking for help to find a book on book binding. She had done a basic keyword search. Our catalog defaults to a "Quick Search," which automatically connects terms with the AND operator. She showed me that she had inputted "book" and "binding" into the search box. She identified just one out of twenty-nine results that satisfied her criteria, and that book had been checked out already: Books, boxes, and portfolios : binding, construction, and design step-by-step. After opening up the full record I pointed her to the subject heading: Bookbinding --Handbooks, manuals, etc. Clicking on this heading yielded six results, and these titles seemed to satisfy this particular individual.
What the student and I did not know was that "book binding" may not find you what you want, but "bookbinding" may. Who would know that it was one word instead of two? I am just glad the subject-heading strategy worked in this case.
Knowing how to use the subject heading can be rather useful. Thinking of synonyms for terms can also be helpful, although a search for book and binding or bookbinding would bring back more than 100 results. Again, once a person identifies a book that they think will match their information needs, they can look at the full record to view the subject headings available. Clicking on the subject heading may retrieve additional useful results.
What the student and I did not know was that "book binding" may not find you what you want, but "bookbinding" may. Who would know that it was one word instead of two? I am just glad the subject-heading strategy worked in this case.
Knowing how to use the subject heading can be rather useful. Thinking of synonyms for terms can also be helpful, although a search for book and binding or bookbinding would bring back more than 100 results. Again, once a person identifies a book that they think will match their information needs, they can look at the full record to view the subject headings available. Clicking on the subject heading may retrieve additional useful results.
Oboler Library ca. 1975
Here's a photos of construction on the Eli M. Oboler Library about 1975. It was completed in 1977 and ready to be open for the Fall semester in August of that year.
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