Effects of Negative Political Advertising on Individuals' Cynicism and Self-Efficacy: The Impact of Ad Type and Message Exposures

Prior research has indicated that exposure to negative political advertising can foster among individuals feelings of alienation, distrust, and apathy toward government or the political process. However, investigation regarding the amount of exposure to such advertising and the form in which it is presented remains scant. This experimental study examined the impact of ad type (character based vs. issue based) and amount of advertising exposures on individuals' cynicism and perceived self-efficacy in relation to the government. Results indicated that issue-based attack ads aired during the 2004 presidential election led to greater cynicism and lower self-efficacy than did character-based attack ads. A significant interaction revealed that the difference on the self-efficacy measure was greatest at the highest exposure level, indicating that continual exposure to ads dealing with governmental policies may nurture the perception that the political process is overly complex, which subsequently can decrease individuals' beliefs that they can make a difference.     

ImaginOn,The First Twenty‐First Century Public Library Building in the U.S.

This article presents a portrait of ImaginOn, a combined children's library and theater building in Charlotte, NC. Unlike so many modern library buildings intended primarily as warehouses for materials or as civic icons, this structure is designed to encourage visitors to experience the joy to be found in stories of all kinds. The author conveys the excitement of ImaginOn and, using photographs, highlights the principal features of the structure.     

Book reviews

IMPROVING THE QUALITY OF REFERENCE SERVICE FOR GOVERNMENT PUBLICATIONS. McClure, Charles R. and Hernon, Peter. Chicago, IL: American Library Association, 1983, 284 pp., $35.00.

INFORMATION ECONOMICS AND POLICY IN THE UNITED STATES. Rubin, Michael Rogers. Littleton, CO: Libraries Unlimited, Inc., 1983, $35.00.

VIDEOTEX PROJECT REVIEWS II. Widing, Robert E. and Talarzyk, W. Wayne. Dublin, OH: OCLC Online Computer Library Center, Inc., 1983, 115 pp., $6.00.

BILINGUAL EDUCATIONAL PUBLICATIONS IN PRINT 1983; INCLUDING AUDIOVISUAL MATERIALS. New York: R. R. Bowker Company, 1983, $45.00.

LIBRARY AND INFORMATION SERVICES FOR HANDICAPPED INDIVIDUALS, SECOND EDITION. Wright, Keith and Davie, Judith. Littleton, CO: Libraries Unlimited, 1983, 184 pp., $20.00.

MAGAZINES FOR CHILDREN: A GUIDE FOR PARENTS, TEACHERS, AND LIBRARIANS. Richardson, Selma K. Chicago, IL: American Library Association, 1983, 147 pp., $12.50 paper.

DICTIONARIES FOR CHILDREN AND YOUNG ADULTS. Prepared by the Reference Books Bulletin Editorial Board, American Library Association. Chicago, IL: American Library Association, 1983, 38 pp., $1.95.

BACK TO BOOKS: 200 LIBRARY ACTIVITIES TO ENCOURAGE READING. Marshall, Karen K. McFarland, 1983, 138 pp., $12.95.

UNION CATALOGUES OF SERIALS: GUIDELINES FOR CREATION AND MAINTENANCE, WITH RECOMMENDED STANDARDS FOR BIBLIOGRAPHIC AND HOLDINGS CONTROL. Whiffen, Jean. New York: The Haworth Press, 1983, 138 pp., $14.95.

THE ALA GLOSSARY OF LIBRARY AND INFORMATION SCIENCE. Edited by Young, Heartsill. Chicago, 1L: American Library Association, 1983, 261 pp., $50.00.

THE CRIMINAL JUSTICE DICTIONARY, SECOND EDITION, REVISED. Edited by Beckman, Erik. Ann Arbor, MI: Pierian Press, 1983, 247 pp., $22.95; $16.95 paper.

GUIDE TO RESEARCH ON NORTH AMERICAN INDIANS. Hirschfelder, Arlene B.; Byler, Mary Gloyne; and Dorris, Michael A. Chicago, IL: American Library Association, 1983, 330 pp., $75.00.

ANNIVERSARIES AND HOLIDAYS. Gregory, Ruth. Chicago, IL: American Library Association, 1983, 262 pp., $20.00.     

An Academic Library's Self-Study in Ethics: A Library-Wide Investigation of Ethical Practice

Abstract

In the fall of 2017, the Clark Library at the University of Portland undertook an investigation of ethics in academic libraries to understand ethical practices in the library’s day-to-day work. The self-study was a year-long, library-wide project with directed activities within small groups, individually assigned readings and responses, and discussions at all-staff meetings. The project culminated in three specific deliverables: an annotated bibliography focused on ethical issues by functional area, a Clark Library Statement of Ethics, and a Statement of Ethical Information Use for inclusion in University syllabi.     

College students with disabilities in teacher education: faculty attitudes and practices

The literature on selective mutism provides little information on the child’s own perspective. Six adults who had been selectively mute were interviewed about their childhood and adolescence. Data analysis led to identification of five themes, each of which has potentially important implications for teachers. (1) Origins of selective mutism: all interviewees reported withdrawal from social interaction at an early age. There was evidence from three respondents that onset of selective mutism was associated with events they had found traumatic. (2) Maintenance of selective mutism: all interviewees reported being strong willed, with a conscious determination not to speak. Selective mutism became a clearly understood and well‐defined social role. (3) Determination, social anxiety and loneliness, only two respondents (twins) reported feelings related to social anxiety in childhood, but other symptoms were reported. (4) In the recovery process four respondents reported their own conscious decision to change their current lifestyle as a precursor to starting to speak. (5) Concerning current psychosocial adjustment, four respondents had obtained therapy as adults, though not for selective mutism; five interviewees felt confident in formal, professional settings, but still experienced anxiety in informal, social situations. The data are discussed in light of previous work on selective mutism. In spite of inherent limitations, interviews with adults who have recovered may help teachers to understand both the development of the problem and their own role in helping students to recover from it.     

Changing Physical Education Teacher Education Curriculum to Promote Inclusion

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010 Rust, R. and Sinelnikov, O. 2010. Practicum in a self-contained environment: Pre-service teacher perceptions of teaching students with disabilities. The Physical Educator, 67: 33–45.  [Google Scholar]). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.     

Bureaucratic response to policy change: implementation of adult education policy in Norway

Our main concern was to investigate the implementation of the new Education Act, giving adults the statutory right to complete upper secondary education. Referring to a ‘top‐down’ and a ‘bottom‐up’ perspective we have investigated how the representatives of the county authorities (the bureaucrats) interpret and practise the specific section of the Act in relation to their definition, moral evaluation and economic view. The interpretation of the section in the Act and the practice varied. Two counties were proactive, result‐oriented and generous, while four counties were passive, act‐oriented and restrictive in their implementation. The implementation was influenced by the bureaucrats’ attitudes, decisions and actions. They had their own agenda, moral standard, interest and so on, which influenced their interpretation and practice. Our study indicates that it is not enough just to formulate a right. How it is formulated, and how it is interpreted and perceived may affect the implementation process.     

Differences Among Preferred Methods for Furthering Aging Education in Ohio

Workers serving Ohio's aging population will require increased levels of gerontological education. Using data from 55 Ohio counties, this project investigated the educational needs and reasons for seeking education from professionals in aging. Respondents reported interest in attaining aging related education. Preferred delivery methods included web based and interactive satellite instruction. Continuing education credit was preferred over college credit even though a high percentage indicated a desire for an additional degree (69.8%). Despite over 30 years of Ohio's universities providing aging related education, 58.6% of respondents have no formal aging related training, and 11.7% have only a single course in aging. Gerontological topics that most interested participants in an area for further understanding were Alzheimer's/dementia, medication, and mental health issues.     

Medication Adherence in Older Adults: A Qualitative Study

To effectively address medication adherence and improve cardiovascular health among older adults, a deeper understanding is needed of the barriers that this age group faces and of approaches that would be most effective and feasible for improving adherence. We conducted a focus group study (n = 25) in a diverse population of older adults with hypertension recruited from the Cohort Study of Medication Adherence in Older Adults (CoSMO). A structured guide was used to collect feedback on barriers to adherence and acceptability and the feasibility of intervention strategies. The final coding framework outlines factors at the individual, relationship, health care system, and environmental or policy level that affect adherence in older adults. These include memory, knowledge, attitudes and beliefs, side effects, social support, interaction with healthcare providers, and cost and convenience of medication filling. Patient responses highlighted the varied nature of barriers and the need for interventions that are both multifaceted and tailored.