Michael Stopel and a team of editors have crafted a unique celebration of faculty-librarian collaborations that highlights the relevance of the ACRL Framework for Information Literacy for Higher Education to all disciplines. This publication is a product of an AMICAL workshop developed to encourage faculty-librarian collaborations in the development of courses that integrated the ACRL Framework for Information Literacy. AMICAL is a consortium of 29 higher education institutions located in 22 countries across Europe, Africa, the Middle East, and Central and Southern Asia. They are accredited by American Agencies and are members of the Association of American International Colleges and Universities (AAICU). Workshop participants committed to codesigning their instruction and teaching the course the following year. The book offers a thoughtful selection of these codesigned instruction sessions that demonstrate the value and impact of librarian-faculty collaborations in information literacy instruction.
Michael Stopel和一组编辑精心制作了一个独特的教师与图书馆员合作庆祝活动，突出了ACRL高等教育信息素养框架与所有学科的相关性。本出版物是AMICAL研讨会的成果，旨在鼓励教师与图书馆员合作开发整合ACRL信息素养框架的课程。AMICAL是一个由29所高等教育机构组成的联盟，分布在欧洲、非洲、中东、中亚和南亚的22个国家。他们是由美国机构认可的，并且是美国国际学院和大学协会(AAICU)的成员。工作坊参与者承诺共同设计他们的指导并在第二年教授课程。这本书提供了一个深思熟虑的选择，这些共同设计的教学会议，展示了价值和影响的图书馆员和教师合作的信息素养教学。
{"title":"Faculty-Librarian Collaborations: Integrating the Information Literacy Framework into Disciplinary Courses. Michael Stöpel et al., eds. Chicago, IL: Association of College and Research Libraries, 2020. 238p. Paperback, $65.00 (ISBN 978-0-8389-4852-1).","authors":"L. Dawes","doi":"10.5860/crl.82.6.925","DOIUrl":"https://doi.org/10.5860/crl.82.6.925","url":null,"abstract":"Michael Stopel and a team of editors have crafted a unique celebration of faculty-librarian collaborations that highlights the relevance of the ACRL Framework for Information Literacy for Higher Education to all disciplines. This publication is a product of an AMICAL workshop developed to encourage faculty-librarian collaborations in the development of courses that integrated the ACRL Framework for Information Literacy. AMICAL is a consortium of 29 higher education institutions located in 22 countries across Europe, Africa, the Middle East, and Central and Southern Asia. They are accredited by American Agencies and are members of the Association of American International Colleges and Universities (AAICU). Workshop participants committed to codesigning their instruction and teaching the course the following year. The book offers a thoughtful selection of these codesigned instruction sessions that demonstrate the value and impact of librarian-faculty collaborations in information literacy instruction.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"55 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73299118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We are presented with statistical claims in the news, on social media, and in the workplace. How can we determine if these claims are trustworthy? University of Cambridge professor David Spiegelhalter describes how real-life problems are solved with statistical analysis as a way of introducing concepts necessary for data literacy. He defines data literacy as “the ability to not only carry out statistical analysis on real-world problems, but also to understand and critique any conclusions drawn by others on the basis of statistics.” This book will help readers acquire these abilities.
{"title":"David Spiegelhalter. The Art of Statistics: Learning from Data. London, UK: Pelican, 2019. 426p. Paper, $16.99 (ISBN 978-1-5416-7570-4).","authors":"Giovanna Badia","doi":"10.5860/crl.82.6.923","DOIUrl":"https://doi.org/10.5860/crl.82.6.923","url":null,"abstract":"We are presented with statistical claims in the news, on social media, and in the workplace. How can we determine if these claims are trustworthy? University of Cambridge professor David Spiegelhalter describes how real-life problems are solved with statistical analysis as a way of introducing concepts necessary for data literacy. He defines data literacy as “the ability to not only carry out statistical analysis on real-world problems, but also to understand and critique any conclusions drawn by others on the basis of statistics.” This book will help readers acquire these abilities.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"18 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85079321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to better understand students’ grasp of complex copyright issues. Thirty-one undergraduate STEM students were interviewed to learn more regarding what students know about basic copyright and how they learned what they know about it. The interviews revealed that students often conflate aspects of copyright and plagiarism. Most students also indicated a desire to receive formal instruction regarding copyright. The use of case studies as the foundation of the interview process demonstrated that copyright instructional efforts can be designed to meet students where they are throughout their disciplinary educational experience, while also connecting to their personal life experiences.
{"title":"A Qualitative Study of Undergraduate STEM Majors’ Copyright Knowledge and Educational Experiences","authors":"S. Benson, K. Trei, Merinda Kaye Hensley","doi":"10.5860/crl.82.6.845","DOIUrl":"https://doi.org/10.5860/crl.82.6.845","url":null,"abstract":"This study sought to better understand students’ grasp of complex copyright issues. Thirty-one undergraduate STEM students were interviewed to learn more regarding what students know about basic copyright and how they learned what they know about it. The interviews revealed that students often conflate aspects of copyright and plagiarism. Most students also indicated a desire to receive formal instruction regarding copyright. The use of case studies as the foundation of the interview process demonstrated that copyright instructional efforts can be designed to meet students where they are throughout their disciplinary educational experience, while also connecting to their personal life experiences.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"48 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91129256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Stapleton, Chelsea Dinsmore, David Van Kleeck, Xiaoli Ma
Discovery of digital items by scholars and the public is highly dependent upon effective metadata to ensure inclusion and prioritization in search engines. Subject descriptions based on controlled vocabulary, such as Library of Congress subject headings (LCSH), are particularly useful to enhance discovery, but they may be expensive to provide. In this case study we compared the results of computer-assisted indexing with manual selection of subject terms as part of an effort to enhance findability of journal information at the issue level. Our results suggest that incorporating both computer and human processes provide the highest impact for discovery of distinctive digital collections.
{"title":"Computer-assisted Indexing Complements Manual Selection of Subject Terms for Metadata in Specialized Collections","authors":"S. Stapleton, Chelsea Dinsmore, David Van Kleeck, Xiaoli Ma","doi":"10.5860/crl.82.6.792","DOIUrl":"https://doi.org/10.5860/crl.82.6.792","url":null,"abstract":"Discovery of digital items by scholars and the public is highly dependent upon effective metadata to ensure inclusion and prioritization in search engines. Subject descriptions based on controlled vocabulary, such as Library of Congress subject headings (LCSH), are particularly useful to enhance discovery, but they may be expensive to provide. In this case study we compared the results of computer-assisted indexing with manual selection of subject terms as part of an effort to enhance findability of journal information at the issue level. Our results suggest that incorporating both computer and human processes provide the highest impact for discovery of distinctive digital collections.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"79 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87109889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In The Academic Teaching Librarian’s Handbook , Claire McGuinness, faculty in the School of Information and Communication Studies at the University College Dublin, offers comprehensive insights into different topics that are relevant to instruction librarians. These topics include the changing context of information literacy, social media and the rise of “fake news,” digital learning, and professional identity. The author also discusses the value of an articulated personal teaching philosophy, the importance of self-analysis and self-reflection, developing a teaching role as a new instruction librarian, and leadership and advocacy skills. McGuinness’ academic narrative style, set to small black font, is supported by a wide array of citations and data from reports and surveys. In addition, each topic offers “personal reflection points” along with figures and tables that highlight important details. The chapters conclude with exercises inviting readers to reflect on the content covered through different hypothetical scenarios.
{"title":"Claire McGuinness. The Academic Teaching Librarian’s Handbook. London, UK: Facet Publishing, 2021. 279p. Paper, $76.33 (ISBN 978-1-78330-462-2).","authors":"Kathia Ibacache","doi":"10.5860/crl.82.6.927","DOIUrl":"https://doi.org/10.5860/crl.82.6.927","url":null,"abstract":"In The Academic Teaching Librarian’s Handbook , Claire McGuinness, faculty in the School of Information and Communication Studies at the University College Dublin, offers comprehensive insights into different topics that are relevant to instruction librarians. These topics include the changing context of information literacy, social media and the rise of “fake news,” digital learning, and professional identity. The author also discusses the value of an articulated personal teaching philosophy, the importance of self-analysis and self-reflection, developing a teaching role as a new instruction librarian, and leadership and advocacy skills. McGuinness’ academic narrative style, set to small black font, is supported by a wide array of citations and data from reports and surveys. In addition, each topic offers “personal reflection points” along with figures and tables that highlight important details. The chapters conclude with exercises inviting readers to reflect on the content covered through different hypothetical scenarios.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"49 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84079721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.22034/CRL.2021.278234.1105
Arulraj Ramalingam
Piperidine is a heterocyclic chemical molecule that is forming by hydrogenating pyridine. In natural and pharmaceutically active drugs, the piperidine ring is an essential molecular component. Several crystal structures of piperidine-4-ones and their derivatives are reported for their medicinal value. While several methods of piperidin-4-one crystallization have been developed to obtain a crystal structure, novel approaches are still needed. A review of the synthesis and crystallization procedure of piperidin-4-ones and its derivatives is outlined in this review paper.
{"title":"Synthesis and crystallization procedure of piperidin-4-one and its derivatives: An update","authors":"Arulraj Ramalingam","doi":"10.22034/CRL.2021.278234.1105","DOIUrl":"https://doi.org/10.22034/CRL.2021.278234.1105","url":null,"abstract":"Piperidine is a heterocyclic chemical molecule that is forming by hydrogenating pyridine. In natural and pharmaceutically active drugs, the piperidine ring is an essential molecular component. Several crystal structures of piperidine-4-ones and their derivatives are reported for their medicinal value. While several methods of piperidin-4-one crystallization have been developed to obtain a crystal structure, novel approaches are still needed. A review of the synthesis and crystallization procedure of piperidin-4-ones and its derivatives is outlined in this review paper.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"8 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88273243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dark Archives: A Librarian’s Investigation into the Science and History of Books Bound in Human Skin begins with a flashback, transporting readers to the exhibit halls of the Mutter Museum of The College of Physicians of Philadelphia, legendary home of historical objects of medical oddity, scandal, and intrigue. It was here, author Megan Rosenbloom recalls, that she first encountered books donated by Dr. Joseph Leidy and Dr. John Stockton Hough, visually nondescript yet captivating, because their covers were purportedly made using human epidermis. In 2015, after scientists Dr. Richard Hark and Dr. Daniel Kirby sampled and tested tiny bits of Leidy’s and Hough’s books, the Museum announced they had incontrovertible proof: the bookbindings were anthropodermic—bound in human skin. Rosenbloom, a self-declared “death-positive” journalist and librarian, joined forces with Hark, Kirby, and Mutter Museum Curator Anna Dhody that same year to form the Anthropodermic Book Project (ABP), and their collective bibliographic quest drives the narrative of Dark Archives .
{"title":"Megan Rosenbloom. Dark Archives: A Librarian’s Investigation into the Science and History of Books Bound in Human Skin. New York, NY: Farrar, Straus and Giroux, 2020. 288p. Cloth, $26.00 (ISBN: 978-0-374-13470-9).","authors":"D. Fazio","doi":"10.5860/CRL.82.4.609","DOIUrl":"https://doi.org/10.5860/CRL.82.4.609","url":null,"abstract":"Dark Archives: A Librarian’s Investigation into the Science and History of Books Bound in Human Skin begins with a flashback, transporting readers to the exhibit halls of the Mutter Museum of The College of Physicians of Philadelphia, legendary home of historical objects of medical oddity, scandal, and intrigue. It was here, author Megan Rosenbloom recalls, that she first encountered books donated by Dr. Joseph Leidy and Dr. John Stockton Hough, visually nondescript yet captivating, because their covers were purportedly made using human epidermis. In 2015, after scientists Dr. Richard Hark and Dr. Daniel Kirby sampled and tested tiny bits of Leidy’s and Hough’s books, the Museum announced they had incontrovertible proof: the bookbindings were anthropodermic—bound in human skin. Rosenbloom, a self-declared “death-positive” journalist and librarian, joined forces with Hark, Kirby, and Mutter Museum Curator Anna Dhody that same year to form the Anthropodermic Book Project (ABP), and their collective bibliographic quest drives the narrative of Dark Archives .","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"79 1","pages":"609"},"PeriodicalIF":1.8,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88248806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bodley’s Librarian Richard Ovenden writes with a sense of urgency. Libraries and archives are under assault today, he argues, and our complacency is leading to alarming levels of reduced resources for our “storehouses of knowledge” (9). Burning the Books: A History of the Deliberate Destruction of Knowledge is a call for renewed support for memory institutions, specifically increased funding for digital preservation projects. Despite its title, Ovenden’s book is not a history but rather a series of personal reflections on historical examples that cover the ways in which knowledge—in physical and digital formats—has been destroyed in the past. His narrative is largely guided by his intimate knowledge of the Bodleian Libraries’ collections, which he references in most chapters of his study. Ovenden also confesses that he wrote Burning the Books in “anger at recent failures across the globe” (5) to adequately provide librarians and archivists with the resources they need to safeguard social memory for future generations.
{"title":"Richard Ovenden. Burning the Books: A History of the Deliberate Destruction of Knowledge. Cambridge, MA: The Belknap Press of Harvard University Press, 2020. 308p. $29.95 (ISBN 978-0-674-24120-6).","authors":"J. Dyck","doi":"10.5860/CRL.82.4.611","DOIUrl":"https://doi.org/10.5860/CRL.82.4.611","url":null,"abstract":"Bodley’s Librarian Richard Ovenden writes with a sense of urgency. Libraries and archives are under assault today, he argues, and our complacency is leading to alarming levels of reduced resources for our “storehouses of knowledge” (9). Burning the Books: A History of the Deliberate Destruction of Knowledge is a call for renewed support for memory institutions, specifically increased funding for digital preservation projects. Despite its title, Ovenden’s book is not a history but rather a series of personal reflections on historical examples that cover the ways in which knowledge—in physical and digital formats—has been destroyed in the past. His narrative is largely guided by his intimate knowledge of the Bodleian Libraries’ collections, which he references in most chapters of his study. Ovenden also confesses that he wrote Burning the Books in “anger at recent failures across the globe” (5) to adequately provide librarians and archivists with the resources they need to safeguard social memory for future generations.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"51 1","pages":"611"},"PeriodicalIF":1.8,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90795769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This survey-based study sought to measure the experience of impostor phenomenon among library personnel supporting scholarly communications in academic libraries in the United States. Additionally, the survey sought to assess confidence levels in key, professionally defined competencies and the factors most significantly affecting those confidence levels. Results indicated that, on average, scholarly communications librarians experience impostor phenomenon more frequently and intensely than academic librarians more broadly. The length of time spent working in libraries was negatively correlated with levels of impostor phenomenon, as were hours spent in specialized continuing education activities and number of research publications. Implications for improving training and mentoring opportunities to decrease impostor phenomenon are discussed.
{"title":"Impostor Phenomenon and Skills Confidence among Scholarly Communications Librarians in the United States","authors":"E. Owens","doi":"10.5860/CRL.82.4.490","DOIUrl":"https://doi.org/10.5860/CRL.82.4.490","url":null,"abstract":"This survey-based study sought to measure the experience of impostor phenomenon among library personnel supporting scholarly communications in academic libraries in the United States. Additionally, the survey sought to assess confidence levels in key, professionally defined competencies and the factors most significantly affecting those confidence levels. Results indicated that, on average, scholarly communications librarians experience impostor phenomenon more frequently and intensely than academic librarians more broadly. The length of time spent working in libraries was negatively correlated with levels of impostor phenomenon, as were hours spent in specialized continuing education activities and number of research publications. Implications for improving training and mentoring opportunities to decrease impostor phenomenon are discussed.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"21 1","pages":"490"},"PeriodicalIF":1.8,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87376899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emma Annette Wilson has pulled together a very approachable and packed resource for aspiring Master of Library Science (MLS) students and those new to digital humanities (DH). The book is as easy to follow as it is informative, providing a balance between the practicality of various digital humanities methodologies, the development of those methodologies, and approaches to engage with them. The author does, at times, assume that, while you may not have a traditional library degree from which to draw, you have a cursory understanding of MLS-specific disciplines (such as cataloging). Yet, there is still ample discussion of relevant areas like metadata and insights into other types of librarianship activities that will be useful to DH project leads who are new to academic librarianship.
{"title":"Emma Annette Wilson. Digital Humanities for Librarians. Lanham, MD: Rowman & Littlefield, 2020. 248p. Hardback, $115 (ISBN: 978-1-5381-1644-9).","authors":"H. Kettler","doi":"10.5860/CRL.82.4.612","DOIUrl":"https://doi.org/10.5860/CRL.82.4.612","url":null,"abstract":"Emma Annette Wilson has pulled together a very approachable and packed resource for aspiring Master of Library Science (MLS) students and those new to digital humanities (DH). The book is as easy to follow as it is informative, providing a balance between the practicality of various digital humanities methodologies, the development of those methodologies, and approaches to engage with them. The author does, at times, assume that, while you may not have a traditional library degree from which to draw, you have a cursory understanding of MLS-specific disciplines (such as cataloging). Yet, there is still ample discussion of relevant areas like metadata and insights into other types of librarianship activities that will be useful to DH project leads who are new to academic librarianship.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":"25 1","pages":"612"},"PeriodicalIF":1.8,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74079336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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