Toddlers' and Preschoolers' Experience in Family Day Care: Age Differences and Behavioral Correlates

One hundred and twelve children, 56 toddlers and 56 preschoolers, were observed in their family child care settings to determine whether toddlers cared for in settings that also included preschoolers were, relative to the preschoolers, receiving more or less high-quality care and/or whether their functioning at child care appeared to be more or less dependent on aspects of the care providers’ interactions with the children. Quality of care was analyzed along two dimensions: sensitive/supportive care and structured care. Four indices of child functioning at child care were examined: integration in social activities, attention, positive mood, and angry/aggressive behavior. Results indicate that toddlers received less sensitive, supportive care than preschoolers in these mixed-age settings and toddlers were less socially integrated and less engaged in activities in the child care setting. Preschoolers displayed increased levels of angry/aggressive behavior relative to toddlers. In addition, associations of care provider behaviors and child functioning were larger for toddlers than preschoolers, suggesting that toddlers were more dependent on caregiver support for more successful functioning in these family child care settings. For both toddlers and preschoolers, care provider behavior and child functioning was generally poorer in settings with more children.     

Can juniors read graphs? a review and analysis of some computer-based activities

Abstract

This article reviews three published studies that appear to show that children as young as seven or eight can understand line graphs and scatter graphs to a greater extent than was previously supposed. These results are contrasted with frequent reports of poor graphical interpretation by students in secondary school. Given time and support, junior age children can carry out a wide range of interpretation tasks with graphs. In predicting their performance, the context of the graph seems to be more important than its syntax. An analogy is drawn between the acquisition of graphing skills and learning to play board games. It is argued that it is more important that the curriculum provides a rich and varied diet of graphical experiences, than a detailed teaching of graphical syntax. Information handling activities with computers are seen as an important way to achieve this.     

Facebooking It: Promoting Library Services to Young Adults through Social Media

With social media a normal part of the daily lives of young adults, librarians are using these sites to promote library services. This article investigates the perceptions and attitudes of librarians toward social media as a tool for libraries and explores the way librarians utilize social media to portray professional roles and responsibilities to young patrons. This author focuses on the pastoral role of librarians and discusses possibilities for performing this role through social media. Although presently under-researched, social media provides librarians with one more avenue to advocate for, engage with, and support young adults.     

International and Foreign Media

W. Phillips Davison's Mass Communication and Conflict Resolution: The Role of the Information Media in the Advancement of International Understanding (New York: Praeger Special Studies, 1974—price not known, but about $12.00)

EBU—25 Years (Geneva: EBU, 1974—price not known)

Sydney W. Head and Lois Beck's The Bibliography of African Broadcasting: An Annotated Guide (Philadelphia: School of Communications and Theater of Temple University, 1974—$2.00, paper)

Rural Broadcasting in Dahomey (Rome: Food and Agricultural Organization [of the United Nations] released in this country by Unipub Inc., P.O. Box 433, New York, N.Y. 10016—$5.00 for filmstrip and accompanying illustrated booklet of text)

1974 Report to the President and the Congress (Washington: Communications Satellite Corporation, 950 L'Enfant Plaza, Washington D.C. 20024—free on request, along with earlier versions of the annual review)

Jacques Moussear (general editor) Les Communications de Masse: L'Univers des Mass Media (Paris: Hachette, 1972—about $12.55)     

Film Screenwriting

Rolando Giustini, The Film Script: A Writer's Guide (Englewood Cliffs, N.J.: Prentice- Hall, 1980 -- $6.95 paper).

Tom Stempel, Screenwriter: The Life and Times of Nunnally Johnson (San biego: A. S. Barnes, 1980 -- $12.00 hardcover).

Budd Schulberg, On the Waterfront (Carbondale: Southern Illinois University Press, 1980 -- $12.50 hardcover).

David Lees and Stan Berkowitz, The Movie Business (New York: Vintage, 1981 -- $4.95).

Film & Literature

Gene D. Phillips, Hemingway and Film (New York: Ungar, 1981 $9.95/$4.95).

Jeffrey Egan Welch, Literature and Film: An Annotated Bibliography, 1909-1977 (New York: Garland, 1981 -- $40.00).     

Merging Catalogs: Creating a Shared Bibliographic Environment for the State University Libraries of Florida

The eleven state universities of Florida have long shared an integrated library system architecture, but maintained separate databases. In 2009 the deans and directors of the eleven state university libraries tasked the three largest libraries to investigate the feasibility of combining all catalogs into a single bibliographic entity. With the help of a central automation group, the three successfully negotiated the fine line between sharing data and retaining the unique work created by each of the three libraries. The groundwork laid in this initiative should prove valuable to other libraries seeking to centralize functions and pool resources.     

Transferring Skills,Transferring Students: A Call To Academic Libraries

The growing number of transfer students on college and university campuses presents a challenge to academic libraries. For years, these libraries have taught students information literacy skills to enhance their abilities to locate, evaluate, and use information in order to be successful students as well as lifelong learners. At many libraries, both direct from high school and transfer students are taught these skills together, without the recognition that either of them has special or diverse needs. Several studies over the years have concluded that the information needs of transfer students differed from those of their native counterparts and stress the importance for separate instruction. A recent survey of some Ohio academic libraries by the authors revealed that the vast majority of these libraries do not provide separate instruction for transfer students. This article, therefore, calls for a dialogue among librarians to continue to discuss this topic and consider developing instructional programs to meet the needs of transfer students.