Search results

This paper aims to describe the library instructional program that has been developed at the Z. Smith Reynolds Library at Wake Forest University to teach information literacy skills to elementary and high school students attending academic summer programs.

Historical development of the instructional program is discussed and analyzed. This paper reflects on the importance of students who participate in summer programs having access to library resources including an orientation to the library.

The academic librarian is a prime player in reaching out to university staff responsible for coordinating summer enrichment programs on a college campus. The paper highlights the successes and lessons learned in coordinating instructional activities for elementary and high‐school students involved in summer camps and explores the benefits of these programs for students and librarians.

Teaching elementary and high school students how to conduct research in an academic library can be challenging. This paper serves as a guide to offer suggestions to other librarians interested in implementing programs and services for students enrolled in summer programs.

Academic libraries will find value in this paper's discussion on how to build effective partnerships with campus personnel to promote information literacy for school students who are involved in summer enrichment programs.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills that are related to retrieving and using information. This is the fourteenth review to be published in Reference Services Review and lists items in English published in 1987. A few items are not annotated because the compiler could not obtain copies of them for this review.

Bobbie Scull's bibliography of federal government bibliographies was begun in 1971 as an annual informational publication primarily intended for the faculty at Louisiana State University. Later she distributed it to libraries all over the state of Louisiana. In 1973 RSR began to publish these lists on an annual basis. This is the fourth such appearance. In the meantime these bibliographies were cumulated and published in two volumes: Bibliography of U.S. Government Bibliographies 1968–73 and 1974–76. (Pierian Press, 1975, 1979). RSR is proud to continue the annual supplements which are now computer produced at LSU. Although this supplement appears in Volume 8:1 (1980) in the future they will appear in the final issue of the year.

Purpose – This chapter analyzes the ways that gender expectations shape the process of ethnic Jewish identity construction.

Methodology – I spent approximately 18 months conducting participant-observation with Shalom, an independent social group comprised of young adult (primarily secular) Jews, whose mission was to facilitate a “cohesive Jewish community.” I then conducted 25 in-depth interviews with group members.

Findings – My data suggest that Shalom's negotiation of Jewish identity was actually a negotiation of Jewish male identity and Jewish female identity, with the assumption of heterosexuality in both constructs. Often using language reflecting gender-coded anti-Semitic stereotypes, members of Shalom constructed Jewish identity in ways intimately intertwined with their perceptions of “typical” Jewish men and “typical” Jewish women.

Research limitations/implications – Further empirical studies of the gendered construction of ethnic identity in the United States (particularly among more recent “white” immigrant groups like Greeks, Eastern Europeans, and Middle Easterners) could help illuminate the ways gender concerns influence efforts to move to the cultural center by those situated at the cultural margins.

Originality/value of chapter – Published accounts of the intersectionality of identities have been either largely theoretical in nature or comprised of personal identity narratives. However, there has been little systematic, empirical study of the interactional processes that shape the identities produced through the simultaneous doing of both gender and race/ethnicity.

In order to determine the feasibility of offering free online searches to ndergraduates at Texas A&M University's Evans Library, the authors offered free searches to selected Technical Writing classes in the Spring Semester of 1983. The response was surprisingly low, and the offer was extended to Summer Semester classes. As a result of this research project, the authors believe that free or partially‐subsidized searches can be offered, and they suggest ways to make the service available to undergraduates.

The authors describe an exploratory analytical tool called The 5Ps Leadership Analysis (Personal Attributes, Position, Purpose, Practices/Processes, and Product) as a heuristic for better understanding the complexities of leadership. Using The 5Ps Leadership Analysis, the authors explore the leadership of General Robert E. Lee of the Confederate Army of Northern Virginia and General George B. McClellan of the Union Army of the Potomac—more specifically, the leadership of the two generals on September 17, 1862 during the Battle of Antietam. The paper concludes with suggestions for application in the classroom.

Since Michael Burawoy’s 2004 presidential address to the American Sociological Association, there has been a growing interest among sociologists in “public sociology.” Though controversial in the discipline, public sociology parallels several other “engaged” forms of sociological inquiry, such as service-learning, collaborative research, participatory research, civic engagement, action research, and others. While forms of public sociology are growing among sociologists, there is little linkage with the symbolic interactionist tradition in the discipline. The ethnographic case study presented here attempts to make a link between public sociology and symbolic interactionism. Beginning in 1994 to the present, the author has been involved in the formal and informal recognition efforts of the Pee-Dee Native-American tribe in the author’s home state of South Carolina. The Pee-Dee finally gained state recognition in 2006. The struggle on the part of the tribe to gain state recognition began formally in the early 1970s. The central social issue for the tribe has always revolved around their perceived lack (primarily on the part of the dominant group) in terms of cultural and historical identity. The paradox for the tribe is found in the contradictions between their actual lived historical experience, beginning in colonial times, and the historical interpretation, on the part of earlier historians of the southeast, that the smaller tribes simply “vanished” after 1775. The paradox is also furthered by the stereotypes of what constitutes “real Indians,” which, in many ways, inform the formal recognition requirements by the state. The chapter begins with an exploration of the historical, colonial context, followed with the ethnographic story of my time with the Pee-Dee in the field and our struggle to collaborate on finding a working interpretation of the tribe’s historical and cultural existence as a people. The chapter ends with some thoughts on how a critical symbolic interactionism can promote a successful public sociology project.

The purpose of this study was to assess the utility of the homophily theory and the related concept of source similarity which predict that a male salesperson is more effective in serving male customers, and a female is more effective with females. For products designed to enhance female attractiveness, however, Darwinian theories of reproduction suggest that a male may be more effective than a female in dealing with female customers. This study of Hong Kong consumers examined the possibility and, in doing so, challenged the assumed utility of homophily in selling cosmetics.

Two studies were conducted. The first was an experiment where female subjects were asked to report their responses to female and male salespersons selling cosmetics. The second study was a phenomenological study exploring the responses of female customers who had encountered male salespeople in cosmetics shops.

The experiment found that a male salesperson tended to induce significantly stronger purchase intention than a female, and that salesperson credibility (specifically, trustworthiness and attractiveness) plays a significant role in mediating the impact of salesperson gender on purchase intention. The follow-up phenomenological study of female customers who had encountered male salespeople in cosmetics shops supported the experimental findings and offered additional support for their evolutionary basis.

Darwinian theories of reproduction and source credibility together offer a more complete explanation for the effectiveness of salespeople in the gender-sensitive cosmetics market. However, the experiment involved creating fictitious salespeople matched for trust, expertise and attractiveness. The artificiality of the treatments was necessary to construct a controlled scenario to uphold internal validity, but it may limit the generalizability of the results.

To encourage a positive consumer response, retailers need to consider salesperson gender and training. In some specific contexts (such as the selling of products designed to enhance female attractiveness), male salespeople ought to be used ahead of female salespeople, and those male salespeople need to have high credibility to be effective. However, as such, salesmen may not be seen as more expert than saleswomen; expertise needs to be an area of focus in terms of salesperson training.

The results of previous research testing homophily theory suggest that a salesperson of the same gender as the customer ought to induce stronger purchase intentions. This study has shown that for the selling of appearance-related products, gender heterophily may be more effective than homophily. Darwinian interpretations of intrasexual rivalry and courtship might help explain why males sell cosmetics more effectively.