Expected versus actual responses to disclosure in relationships of HIV‐positive African American adolescent females

Ten HIV‐positive African American adolescent females were interviewed regarding disclosure of their HIV infection in various relationships. Communication Boundary Management (Petronio, 1991) provided a framework for understanding disclosure patterns in these relationships. Participants described expected (n = 113) and actual (n = 94) responses to disclosing an HIV diagnosis. The findings indicate that expected response and the target of disclosure affect adolescents’ disclosure decisions. Participants expected targets of disclosure to respond as follows: experience negative emotional reactions, provide support, treat them differently, tell others, or were unsure of a target's response. On the basis of these findings, five themes were identified related to actual responses to disclosure of HIV infection: different treatment, negative emotional reaction, received support, target told others, and treated no differently. Implications, limitations, and directions for future research are discussed.     

Technology Help 2.0: Solutions for the Information Commons

ABSTRACT

Access services librarians at Southeastern Louisiana University's Sims Memorial Library observed patrons' technology help needs and created an interactive training manual that empowers library faculty and staff to provide public service technology help in the Information Commons. The new training manual takes technology help in the academic library to the next level, “Technology Help 2.0,” because it allows librarians to learn about technology by directly observing the needs of patrons, develop new skills at their own pace, and adapt to the constantly evolving technology demands of the Information Commons.     

The Perfect Storm: A Review of the Literature on Increased Noise Levels in Academic Libraries

The combination of new technologies, changing librarian roles, and a generation of “digital native” students has led to an increase in noise levels in academic libraries. The authors present a review of the literature on increased noise levels in academic libraries in an attempt to identify best practices for adapting libraries to noise and to assist reference librarians who must confront disruptive patrons. They discuss such practices as zoning libraries, furniture arrangement, written policies, signage, and peer policing for noise.     

Evaluating Continuing Resources: Perspectives and Methods from Science Librarians

Five science librarians share their experiences with the evaluation of continuing resources at an academic university and discuss implications caused by the evaluation process. Four of the authors were new to collection evaluations at the time of the Serial Evaluation Project. These new librarians faced many challenges, both personally and professionally, in dealing with the cancellation process. Although the differences in approaches to collection analysis are discussed somewhat, they are not a focus of the article.     

Telling the Story of a Collection with Visualizations: A Case Study

Patrons and scholars are increasingly likely to first encounter a collection in a digital space rather than a physical one. This article considers how to utilize data visualization in an academic library to promote a unique collection to remote visitors. In order to create awareness of the Valente Italian Library at Seton Hall University, one of the largest Italian collections in the United States, subject librarians considered ways to convey and describe the collection beyond the search box or the discovery filters of the catalog. After considering meaningful data points available in the records data, the authors harvested, cleaned, and mined the data for interesting collection facets. Visualizations were created from the data and the authors explore whether they offer a greater understanding of the collection and aid in telling its story, as well as recreate a sense of browsing for the online visitor.     

Using Google Scholar at the Reference Desk

ABSTRACT

Google Scholar has multiple uses as a reference tool of last resort, including citation completion, an alternative when catalogs are down, and interdisciplinary metasearching and database suggestion. During the reference desk transaction, users can be taught effective Google Scholar search techniques such as advanced search functionality and the nuances of results' groupings. In addition, reference desk interactions with Google Scholar give insight for instructional workshops.     

Book review section

FREE SPEECH: RESPONSIBLE COMMUNICATION UNDER LAW. By Robert M. O'Neil. Indianapolis, Indiana: The Bobbs‐Merrill Company, Inc., 1966; pp. viii 123+$1.25.

THE MOYNIHAN REPORT AND THE POLITICS OF CONTROVERSY, by Lee Rainwater and William L. Yancey. Cambridge: MIT Press, 1967; pp. xvii+493. $3.95.

VOICES OF CRISIS: VITAL SPEECHES ON CONTEMPORARY ISSUES, by Floyd W. Matson, New York: The Odyssey Press, Inc., 1967; pp. xi+304.

THE BLACK POWER REVOLT. Edited by Floyd B. Barbour. Boston: Porter Sargent Publisher, 1968; pp. 287. $5.95 cloth; $2.95 paper.

THE AGITATOR IN AMERICAN SOCIETY. By Charles W. Lomas. Englewood Cliffs, New Jersey: Prentice‐Hall, 1968; pp. viii+182.

BLACK POWER: THE POLITICS OF LIBERATION IN AMERICA. By Stokely Carmichael and Charles V. Hamilton. New York: Vintage Books, 1967; pp. xii+ 198. Paper $1.95.

REPORT OF THE NATIONAL ADVISORY COMMISSION ON CIVIL DISORDERS. New York: Bantam Books, 1968; pp. xi+609. Paper $1.25.     

Literary precocity: An exceptional case among exceptional cases

This article presents the case of Geoffrey, a prolific 5‐year‐old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age‐based comparable rather than as an adult‐based predictor, consistent with Jackson's (2000) domain‐specific developmental theory of giftedness. Geoffrey demonstrated highly precocious writing, both in production and in sophistication, and he demonstrated these abilities across a range and variety of content topics. The convergence of contributing influences evident in Geoffrey's life supports a growing literature on the coalescence factor within precocity. This implies that parents and educators have to carefully consider their influences. Suggestions are made concerning how developmental models of giftedness may need to expand to accommodate precocious writers.     

Maternal schooling and children’s relative inequalities in developmental outcomes: evidence from the 1947 school leaving age reform in Britain

This paper investigates whether mothers’ participation in post‐compulsory education impacts on children’s relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased the age of compulsory schooling from 14 to 15 years. We selected the first‐born cohort members whose mothers were born in 1933 and 1934 and whose mothers completed compulsory schooling only. We found that the additional year of maternal schooling was significantly associated with relative improvements in mathematics attainment for their children, but no significant differences for reading or behavioural outcomes. The impact on mathematics was mainly for boys. These results suggest wider dispersion in mathematics attainment between sons whose mothers benefited from the additional year of schooling in 1947 and those whose mothers did not.