《新华文摘》2001-2010年“政治”专栏载文统计分析

《新华文摘》自创刊以来,一直致力于促进思想解放、繁荣学术研究,在众多期刊杂志中独领风骚,本文通过对《新华文摘》基本知识、研究现状的简单梳理,以该刊2001-2010年“政治”专栏的裁文为研究对象,归纳出其独立性、综合性、导向性、权威性、现实性等特点,力图促进日后政治学的研究和发展,,     

新世纪10年(2000-2009)陶研著作综述

选取新世纪10年(2000-2009)陶研71部著作做为研究对象,分"传记类""文集读本类""工具书""陶研之研究""专著研究类"和"陶行知教育思想实践类"等6个主题对10年来的陶研著作内容进行了统计、分析,以把握新世纪10年陶行知教育思想研究的基本走向,认清其理论研讨的新进展、新趋势。     

版面费难题的破解呼唤评价机制、管理体制创新--关于学术刊物版面费问题论争的述评

随着越来越多的学术刊物开始收取版面费,版面费问题引起了广泛关注。充分交锋的各种观点,主要涉及版面费是否合理合法、产生原因与破解路径等。对于版面费的存废,学术期刊本身无能为力,需要通过政府行为,以政策创新各种评价机制和考核机制,从源头上控制论文发表的非正常需求;强化对期刊的综合治理,淘汰“害群之马”;加大对期刊的经费投入,保障刊物正常运转。所以,版面费难题的破解呼唤学术评价机制和刊物管理体制创新。     

医学院校开设医学信息学选修课的实践

本文就医学院校开设以医院信息化内容为主的医学信息学选修课的目的、授课内容和授课模式等问题进行了探讨.     

Partners in Collaborative Cataloging: The U.S. Government Printing Office and the University of Montana

Collaboration is a necessity in the current library environment where time, money, and resources are limited. This is particularly noticeable for institutions housing federal government documents. In addition to keeping up with the influx of current publications, federal depository libraries must address historical documents for which bibliographic records are not readily available. This report discusses how the United States Government Printing Office and the University of Montana Maureen and Mike Mansfield Library are working together to increase access to pre-1976 United States Forest Service publications and gray literature within the same subject area.     

LIS Training for Support Staff: An Initial Review of Associate's and Certificate Programs In The U.S.

ABSTRACT

The author presents the results of a review and analysis of thirty-five colleges and universities in the United States that currently offer an Associate's degree and/or vocational certificate(s) in Library and Information Science. These programs, which are geared primarily to existing library support staff who seek additional training, have been created independently of each other and without a national standard to guide the curriculum. Although the American Library Association-Allied Professional Association's Library Support Staff Certification offers guidelines for the educational content of Associate's level LIS programs, a comparison reveals significant gaps. Furthermore, the ALA-APA program currently approves courses at only three institutions in the nation, and certifies graduates from only fourteen. The author identifies areas of misalignment between the Library Support Staff Certification and existing LIS programs and suggests directions for future improvement.

Column Editor’s Note Community college libraries are deeply underrepresented in the professional literature and organizations of academic librarianship. As a result, the challenges and successes that take place in the community college world are largely invisible to others. This JLA column lifts the curtain to reveal the uniqueness of community college libraries as described by their most passionate advocates: the librarians who work there. Articles in this column pay tribute to the commitment and creativity of community college librarians by providing a platform where they can share their professional perspectives and stories. Want to write for this column? Interested authors are invited to submit articles to the editor at kimreed@cwidaho.cc.     

Crisis-Management Content in LIS Curricula: Developing a Model for Future Improvement

Abstract

Although the field of crisis management has grown considerably, academic curricula do not seem to have kept pace. This study investigates how library and information science (LIS) programs are addressing the need to provide adequate and relevant crisis management course content, so as to better empower librarians and other information professionals during community-based disasters and unpredictable circumstances. Twenty-eight ALA-accredited MLIS programs were evaluated. A four-phase model for evaluating crisis management content in LIS education (CM-LIS) has been developed. Crisis management topics were identified and categorized under the four phases: landscape survey, strategic planning, crisis management, and organizational learning. Six broad LIS subject modules were also identified to analyze the percentage of coverage of these topics. In the 264 course syllabi evaluated, curricula indirectly prepare librarians on how to meet and respond to crises and disasters within their communities; however, in many cases, this is given low priority. There is not a strong consideration for natural disasters and the societal calamities and unrest that dominate the media and occupy the minds of individual communities. This study gives insight into crisis-management education within LIS graduate degrees and should stimulate additional research to further investigate the preparedness of librarians and other information professionals to interact with communities in need in times of crises.     

JSTOR

SUMMARY

JSTOR has become a standard offering at most U.S. universities and colleges, as well as a growing number of higher education institutions outside the U.S. This paper will track the growth of JSTOR since its inception in 1995 as an experimental digitization project to today as an archive of over 500 scholarly titles in 40 disciplines. We will consider the two threads of JSTOR's mission-to safeguard titles in a digital form, and to provide access to them as broadly as possibleand assess the value the project has provided to the academic community. In addition, there will be some discussion of future directions and challenges for JSTOR.     

The True Benefit of Faculty Status for Academic Reference Librarians

Faculty status means having the same privileges of rank, promotion, tenure, compensation, leaves, and research funds as other faculty. Arguments against faculty status include that focusing on status detracts from librarians' mission of providing access to information; that the rigorous requirements of faculty status are not something that librarians are prepared or qualified to pursue; and that good librarians would be just as good without faculty status. These arguments can also be used in favor of faculty status, especially as it relates to increasing the quantity and quality of library and information science literature and contributions by academic librarians.