Routledge as a Global Publisher

A case study of the commercial history of the academic publishing company, Routledge, between 1980 and 2010, with a focus on its global activities and structures. During this period, Routledge experienced changes in ownership, branding and location as well as in its subject disciplines and publishing formats. The company was also an early and continuing innovator in digital publishing. The study presents findings drawn from interviews with past and current managers, and supporting content analysis of documents and web pages. It concludes by identifying the continuities that underlay the many changes in academic publishing over the period, and by suggesting possible future research, including to test the explanatory value of Ohmae’s theories of globalization.     

Through the Lens of Theory

Abstract

This paper follows an earlier contribution which described the emergence of popular information networks, the resource centre fora in South Africa in the 1980s and 1990s. This update on the fora sketches their contribution to the National Education Policy Investigation’s Library and Information Services report which put forward national policy options. The resource centre fora’s role in the new Translis (Transforming our Library and Information Services) Coalition is described and their representation at the International Federation of Library Association’s conference in Barcelona in August 1993 noted.

Finally, the role of the resource centres and their fora in the shifting paradigms in library and information work leading up to, and shortly after, the April 1994 election is reviewed. Crucial challenges are identified as funding, resisting 'agenda setting' by funders, and serving the rural areas effectively. Practical suggestions are made about reaching women in particular, about training and needs assessment. Finally the importance of the fora’s meeting these challenges and making a contribution to reconstruction and development is noted.     

The Resource Centre Forums

Abstract

This paper describes the emergence of popular information networks, the resource centre forums in South Africa in the 1980s and 1990s. Such forums have been established virtually countrywide. Collectively they have identified priorities for their regional development and national co-operation. They represent a significant response to a need for alternative library and information networks to serve the struggle for democracy. This has been recognised in the research prepared for a forthcoming document on national policy options in education in which library and information work forms a subgroup.     

Assessment from a Distance: A Case Study Implementing Focus Groups at an Online Library

Assessing library resources and services at a distance holds unique challenges in gathering data needed to make informed decisions. This article describes the complete process of piloting virtual focus groups—from planning and implementation through the analysis of results for a completely online student population. The virtual focus group method proved effective in getting qualitative feedback to spur library improvements, and it is transferable to many different library settings.     

Real or fake? Resources for teaching college students how to identify fake news

Abstract

Fake news has captured the world’s attention. Educational survey research has highlighted the difficulties students and adults have in determining how to identify valid sources. Psychology can help us to understand why it is difficult to distinguish fact from fiction. The authors describe how to identify fake news from digital sources and ways faculty and librarians can teach information literacy skills using the Association of College and Research Libraries (ACRL) Framework, websites, LibGuides, worksheets, and other resources shared in the extensive appendix.     

ClinicalKey 2.0: Upgrades in a Point-of-Care Search Engine

ClinicalKey 2.0, launched September 23, 2014, offers a mobile-friendly design with a search history feature for targeting point-of-care resources for health care professionals. Browsing is improved with searchable, filterable listings of sources highlighting new resources. ClinicalKey 2.0 improvements include more than 1,400 new Topic Pages for quick access to point-of-care content. A sample search details some of the upgrades and content options.     

Academic Library Services for Users with Developmental Disabilities

Students with developmental disabilities are being increasingly included in college life. As this occurs, academic libraries will be providing more services to this population. This discussion of services to users with developmental disabilities attempts to help fill a gap in the literature and provide information that can be useful for libraries to build on as they develop services. Furthermore, by focusing on students with developmental disabilities, there are opportunities to improve services for all students.     

第十次全国图书馆学期刊工作会议召开

第十次全国图书馆学期刊工作会议于2006年10月24-27日在江西省井冈山市召开。中国图书馆学会编译出版委员会主任戴龙基，江西省图书馆馆长章伏源、书记谭兆民，编译出版委员会副主任刘兹恒、李万健等出席了会议。来自全国26个省（市）、33种图书馆学期刊的54名代表参加了会议。     

Revisiting “The Master's Tools”: Challenging Common Sense in Cross-Cultural Teacher Education

Although school climate has been thought to be especially important for racial minority and poor students (Booker, 2006 Booker, K. C. 2006. School belonging and the African American adolescent: What do we know and where should we go?. The High School Journal, 89(4): 1–7. [Crossref] , [Google Scholar]; Haynes, Emmons, &; Ben-Avie, 1997 Haynes, N. M., Emmons, C. and Ben-Avie, M. 1997. School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation, 8(3): 321–329. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]), little research has explored the significance of racial climate for these students. Furthermore, research in the area has tended to treat race, socioeconomic class, and gender separately, ignoring the ways in which they interact. Using quantitative survey data from 842 African American and white middle school students, this study examined the associations of race, class, and gender with school racial climate perceptions. Results indicated students’ perceptions of racial climate differed by race, class, and gender. African American, poor, and female students perceived the racial climate in more negative terms than their white, non-poor, and male counterparts, respectively. Results also indicated joint associations between race and class and climate perceptions. Non-poor, African American students perceived a more negative racial climate than did non-poor Whites. There was limited support for a race and gender interaction. African American females tended to perceive less racial fairness in school than African American males. We discuss the conceptual and methodological tradeoffs of examining students’ school racial climate perceptions from a perspective that considers race, class, and gender jointly.