Carla Higgins and Mary Jane Cedar Face
The Information Literacy Program at Southern Oregon University was constructed and implemented during the academic year 1996‐97 to develop information literacy among freshmen…
Abstract
The Information Literacy Program at Southern Oregon University was constructed and implemented during the academic year 1996‐97 to develop information literacy among freshmen enrolled in the first year of SOU’s new university colloquium. The colloquium is a yearlong class that develops writing, speaking, and critical thinking skills for first‐year students. It is the first stage of general education reform and provides a unique environment to deliver information literacy instruction. In this article, Higgins and Cedar Face outline the Information Literacy Program at SOU, which has just completed its first, full year. They note accomplishments and also unresolved problems and issues. It is a model of a learner‐centered, supportive, collaborative program.
Details
Keywords
On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined…
Abstract
On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.
Danielle Cioffi, Nichole Tiller, Lucy Warnock and Barbara Watterston
The focus of this chapter lies with women middle-level leaders. It reports on themes from women in leadership programmes designed and delivered by Barbara Watterston, through the…
Abstract
The focus of this chapter lies with women middle-level leaders. It reports on themes from women in leadership programmes designed and delivered by Barbara Watterston, through the lens of a programme especially developed for the Association of Independent Schools of South Australia (AISSA). This chapter begins by profiling a description of the programme. The main aim was providing women leaders with an opportunity to take stock of their careers, consider ongoing challenges impeding their work as school leaders, and identify options for the future. After the programme finished, volunteers were invited to write a narrative encapsulating their career journey. Three women leaders volunteered, and their insightful reflections regarding their career trajectories constitute a significant portion of this chapter. The final part of this chapter identifies three common themes that emerged from their stories, resonating with ideas which are frequently illuminated in similar programmes and research. These include the importance of ongoing professional learning to be a successful leader, gender-based barriers that caused the women to doubt their abilities and readiness for leadership, and the deep appreciation the women expressed from learning with and from like-minded other women leaders.
Details
Keywords
Reports on a conference held in 1989 in Wisconsin, which focused onthe topic of providing better access to information for people withdisabilities. According to the author, the…
Abstract
Reports on a conference held in 1989 in Wisconsin, which focused on the topic of providing better access to information for people with disabilities. According to the author, the conference concentrated mainly on those with vision‐related difficulties. Summarizes two of the speeches made at the conference and examines some of the technology on display. Stresses the need for adaptive technology to enable people with a disability to access the increasing amounts of computer technology in everyday life.
Details
Keywords
In the preceding rules the individual biographical entry has been ignored, as it lends itself to more convenient treatment apart. Collective biography is, of course, in no way…
Abstract
In the preceding rules the individual biographical entry has been ignored, as it lends itself to more convenient treatment apart. Collective biography is, of course, in no way different from the ordinary book ; and the same is to be said of autobiography. Owing to the change of form in the individual biographical entry, due to the author yielding in importance to the biographee, it is usual to separate collective and individual biography in the catalogue, whether this is done on the shelves or not. Individual biography might be further separated in the catalogue into autobiographical and non‐auto‐biographical, though I cannot recall any instance where this has been carried out. In any case, it is important to distinguish in some clear way, between the subject name and the name of the author. Mere position is hardly enough ; there should be a distinction in the type. Whatever type has been employed in the other parts for author should be retained for author in the individual biograhical entry, and the subject name should be in a different type. If the author is printed in a black‐face type, as suggested in these rules, the best type for the subject name will be small capitals, as :—
Daniel Hanne and Martin Zeller
The process by which technological innovations developed in one institution are discovered, acquired, and adapted for use by another institution.
OUR readers will, we trust, appreciate our double souvenir number issued in connection with the Library Association Conference at Glasgow. Special features are the articles on the…
Abstract
OUR readers will, we trust, appreciate our double souvenir number issued in connection with the Library Association Conference at Glasgow. Special features are the articles on the Mitchell Library, Glasgow, 1874–1924, by a member of the staff, Mr. J. Dunlop, and one on the Burns Country, by Mr. J. M. Leighton, of Greenock Public Library. We printed the provisional programme in our July issue and as we go to press have little to add to the particulars there given, except to compliment the Library Association and the Local Reception Committee on the excellent programme arranged for the occasion, from both the professional and social point of view.
This case study examines the ways in which single mother college students experience the digital divide. It begins by identifying the primary challenges they face as they pursue a…
Abstract
Purpose
This case study examines the ways in which single mother college students experience the digital divide. It begins by identifying the primary challenges they face as they pursue a postsecondary degree in post‐welfare reform America. It also demonstrates how one program, computer access promoting retention and achievement (CAPRA), has helped bridge the digital divide for this particular student population.
Design/methodology/approach
Data were drawn from a 2‐year ethnographic study that sought to examine the experiences of single mother college students in post‐welfare reform America. Research methods included in‐depth, semi‐structured interviews as well as participant observation.
Findings
Single mother college students identified four primary challenges they encounter as they pursue a college degree: time constraints, child care, economics, and institutional climate. These challenges intersect with one another in ways that hinder single mother students’ access to the computing technologies that are central to their academic success. The CAPRA program has attempted to bridge the digital divide for this particular student population by developing a program that makes computers for long‐term loan. The development of the CAPRA program is discussed as well as its strengths and limitations.
Originality/value
This case study attends to the experiences of an understudied population: single mother college students. It demonstrates the importance of attending to the social context when examining the digital divide. Only in doing so can we hope to bridge that divide in ways which are meaningful and appropriate to diverse populations.
Details
Keywords
The purpose of this paper is to discuss the transforming effect of pursuing person centered ethnography using contemporary reflexive methods and a cultural traditions model on a…
Abstract
Purpose
The purpose of this paper is to discuss the transforming effect of pursuing person centered ethnography using contemporary reflexive methods and a cultural traditions model on a researcher in late life. It attempts to show the usefulness of life history research as a lens through which to examine the complex ways people age. It adds to literature dealing with ethnographic studies of aging women and demonstrates personal narrative as a way to convey information. Lastly it demonstrates the value of studies pursued by researchers in old age, and illuminates aspects of ethnographic work when women interview women.
Design/methodology/approach
Using a journey format, the paper uses personal narrative as a way to achieve its goals. The personal account is complemented by noting other ethnographic studies that have contributed to age studies literature, and it draws attention to the value of reflexivity in good ethnographic work as proposed by anthropologists Barbara Myerhoff and John Caughey.
Findings
The paper points toward research institutions who study aging valuing ethnographic findings and making use of researchers in old age to engage in ethnographic studies. It points to the possibility that elders engaged in such research may strengthen their sense of self and empower them as they make a contribution to age studies.
Research limitations/implications
This paper deals with the transformative power of engaging in reflexive life history research, especially as it is done by an ethnographer in late life. This freeing from customary cultural ways of thinking may be as beneficial to the researcher as life review or reminiscence. This should be explored further.
Originality/value
The paper points to the idea, implicit not explicit, that an elder who engages in reflexive life history research that involves doing a self-ethnography, can benefit in ways similar to having engaged in life review or reminiscence. This is original.
Details
Keywords
The winter 1991 issue of Reference Services Review featured an annotated bibliography of literature on Christopher Columbus from 1970 to 1989. That literature covered such topics…
Abstract
The winter 1991 issue of Reference Services Review featured an annotated bibliography of literature on Christopher Columbus from 1970 to 1989. That literature covered such topics as Columbus' ancestry, heraldry, and the locations of both his American landfall and burial site. This annotated checklist focuses mainly on Columbus' legacy, on works that offer a dissenting point of view from most previous writings about Columbus (and on works that react to the dissenters), on material written by Native American and other non‐European authors, and on materials published by small and noncommercial presses.