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The American Library Association is committed to recruiting persons of color and those with disabilities to the profession, yet these groups are underrepresented among librarians. While intentional discrimination was the impetus for the Civil Rights Act of 1964, empirical studies in the workplace have exposed continued discrimination through unconscious bias. Extending such research to the library profession raises the question: How do librarians perceive the underrepresented as potential fellow library staff? In my recently conducted study of public library staff and future librarians, participants agreed that library staff should represent the diversity of the communities served; there was little support, however, for actively attempting to advance proportional representation through education or hiring. © , Published with license by Taylor & Francis.
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Research shows 65-80% of subject search terms fail to match the appropriate subject heading and one-third to one-half of subject searches result in no references being retrieved. In a cross-sectional study, 82 students (3rd grade through college) were presented complex concepts in a naming task. Concreteness, complexity, and syndeticity contributed significantly in explaining match-failure and predicting match-success. The likelihood of match-success following an initial failure is improved by manipulating the values of these three properties. Developmental trends which worked against match-success were observed. It is suggested that match-failure is a consequence of developmental naming patterns and that these patterns can be overcome through the use of metacognitive naming skills.
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"Library exhibits can inspire and educate, stimulate an interest that can be explored in a book, or attract visitors who otherwise wouldn't stop by. Displays are an opportunity to put a creative foot forward or help patrons navigate the facility. This "how-to" includes everything a librarian needs to know to put on an exhibit"--Provided by publisher.
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Notwithstanding reports of increased awareness and use of Open Educational Resources (OER) in higher education, the literature notes that awareness and use of and institutional support for OER remain major challenges to campuses seeking to reduce student cost burden and support access to materials. OER also support faculty who desire to move beyond the traditional textbooks in order to increase their students’ engagement and thereby access to learning, to support pedagogical changes they are making that enhance student learning, and to give faculty greater control over their courses. The university website, as a public-facing vehicle to aid students, parents, alumni, faculty, the community, and interested others in being aware, among other things, of the resources available, is examined for findable support for OER. The purpose of this study is to show, through examination of their websites, a snapshot of the response of Connecticut universities and colleges to OER. Through an examination of these websites, we gage the ability to connect with information related to OER through the university website.
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