In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology, Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement, and White blindness.

White institutional presence: The impact of whiteness on campus climate & the relational context of white institutional presence

Citing this paper Please note that where the full-text provided on King's Research Portal is the Author Accepted Manuscript or Post-Print version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections.

/pdf/measuring-the-impact-of-digital-resources-the-balanced-value-4qebdj2fs7.pdf

Measuring the Impact of Digital Resources: The Balanced Value Impact Model

Resource Description & Access (RDA) is intended to provide a flexible and extensible framework that can accommodate all types of content and media within rapidly evolving digital environments while also maintaining compatibility with the Anglo-American Cataloguing Rules, 2nd edition (AACR2). The cataloging community is grappling with practical issues in navigating the transition from AACR2 to RDA; there is a definite need to evaluate major subject areas and broader themes in information organization under the new RDA paradigm. This article aims to accomplish this task through a thorough and critical review of the emerging RDA literature published from 2005 to 2011. The review mostly concerns key areas of difference between RDA and AACR2, the relationship of the new cataloging code to metadata standards, the impact on encoding standards such as Machine-Readable Cataloging (MARC), end user considerations, and practitioners' views on RDA implementation and training. Future research will require more in-depth studies of RDA's expected benefits and the manner in which the new cataloging code will improve resource retrieval and bibliographic control for users and catalogers alike over AACR2. The question as to how the cataloging community can best move forward to the post-AACR2/MARC environment must be addressed carefully so as to chart the future of bibliographic control in the evolving environment of information production, management, and use.

RDA: Resource description & access—a survey of the current state of the art

Entering its second decade, evidence based library and information practice (EBLIP), the now-preferred term for evidence based librarianship, can count some notable successes. In particular, the initiation and growth of an international open access journal, the ongoing development of an International Conference series, and a proliferation of articles on the stages of the evidence based process attest to its ongoing progress. Of particular note is the increasing engagement within the academic library community now manifest in a variety of case studies. Reviewing the most recent five years of EBLIP development, since a landmark review that chronicled the first five years, the author draws on his close association with the EBLIP movement to assess the progress made. The wider backdrop of evidence based practice has contributed a wider recognition of the types of evidence that support evidence based decision-making. Much technical progress has been made in identification and retrieval of the evidence and its ...

A Bridge Too Far? Stepping Stones for Evidence Based Practice in an Academic Context

As resources have become ever more complicated in a digital world, it is evident that cataloging practices and the metadata standards we use to guide these practices are becoming more constraining. Recent developments within the library community can have a significant impact on serials cataloging and may help improve information retrieval for the end user. While the Functional Requirements for Bibliographic Records (FRBR) holds some promise for improving the representation of serials, linked data principles may further transform the way in which resources and the relationships between them are captured and presented to our users. By taking description out of the current record constraints, serials librarians will better be able to express the relationships between multiple versions of the same publication, and how a particular journal has changed over time. The linked data model also opens up many opportunities for the provision of value-added content to bibliographic descriptions.

From Record-Bound to Boundless: FRBR, Linked Data, and New Possibilities for Serials Cataloging

Current cataloging practices are insufficient to the task of providing access to serial content. The presenters acknowledge that RDA (Resource Description and Access), FRBR (Functional Requirements for Bibliographic Records) and the CONSER (Cooperative Online Serials) standard record will improve libraries' ability to respond to the exponential increase in information resources brought about by the Internet but feel that more may be done. Adams and Santamauro propose to apply the concepts of FRBR to serials cataloging and database design, in addition to the user interface, thereby saving time in cataloging and providing the user with cleaner records.

Successive Entry, Latest Entry, or None of the Above? How the MARC21 Format, FRBR and the Concept of a Work Could Revitalize Serials Management

Resource Description and Access: It’s Really Not So Bad

Resource Description and Access: 2014 Update

The Hard Task of Soft Skills: Project Management for the Materials Review Process

A review of:
Crawford, Gregory A., and Jessica Feldt. “An Analysis of the Literature on Instruction in Academic Libraries.” Reference & User Services Quarterly 46.3 (Spr. 2007): 77-87.

Objective – To discover which journals publish a preponderance of the literature on instruction in academic libraries, and to further learn what topics are discussed in the literature and what methods of inquiry are used to explore those topics. 

Design – Comparative analysis. 

Setting – The ERIC database.

Subjects – Journal articles published between 1971 and 2002, found in the ERIC database via the descriptor ‘library instruction.’ 

Methods – Journal articles published between 1971 and 2002 were searched in the ERIC database using the term ‘library instruction,’ because the term has been used by ERIC since the inception of the database. Article characteristics such as year of publication, journal in which a given article was published, and types of articles were identified. After normalizing the identification of article types by comparing individual codifications of a random sample of articles from the results list, the researchers coded all of the articles according to the articles’ main topics. These article topics were then condensed into broader topics (e.g. articles coded initially as addressing the topics of instruction to “graduate students” or “high school students” were condensed under the heading “instruction of specific populations”). Those articles deemed to have a research component were further analyzed in terms of research methodology, scope, and use of statistics. The questions guiding the authors' study consisted of: 
In which journals are articles on instruction in academic libraries published? 

What are the topics of the articles that have been published? 
How has the literature of instruction in academic libraries changed over the years? 
What is the nature of research [authors' emphasis] articles on instruction in academic libraries? 
For research articles, what are the research methods used and what types of statistics are utilized? (77-78).

Main results – The search found 791 articles appearing in 90 journals. However, only six journals were responsible for publishing 60% of the articles on the results list. Based on the categorization into topics or types, five article types – “general essays,” articles on “instruction for searching online catalogs and databases,” “articles on course- or assignment-related instruction,” “programmatic and management issues,” and “specific institution instruction” – accounted for 54% of the total articles; eleven other topics are represented in the remaining articles. Only 24.5% of the articles could be considered “research-based.” While nine types of research methods were used, 62.3% of the research-based articles relied on surveys or questionnaires. However, taking into account what could be an expected decline in interest for studying instruction for microforms, and an increased interest in studying instruction for the Internet, the types of articles published each year between 1971 and 2002 remained generally static. 

Conclusion – The authors conclude that, unsurprisingly, a select few journals are responsible for publishing the majority of articles on instruction in academic libraries, and note that these journals are “closely associated with academic librarianship and instruction” (85). The authors’ findings concerning the types of articles published over the course of the date range examined, although interesting, are equally unsurprising. What is surprising and alarming, is that only a quarter of all articles published are research-based. Furthermore, those articles that were found to be research-based did not often employ sophisticated research methods, preferring for example, the use of descriptive statistics over inferential statistics. Ideally, this article will spur the development and publication of more, and more rigorous, research-based scholarship in addition to pointing authors both to the journals most likely to publish their research and to the topics that have been historically (since 1971) underrepresented in the literature.

/pdf/too-few-articles-in-the-journal-literature-on-instruction-in-2zzycijhag.pdf

Kurt Blythe

Papers

Successive Entry, Latest Entry, or None of the Above? How the MARC21 Format, FRBR and the Concept of a Work Could Revitalize Serials Management

Resource Description and Access: It’s Really Not So Bad

Resource Description and Access: 2014 Update

The Hard Task of Soft Skills: Project Management for the Materials Review Process

Too Few Articles in the Journal Literature on Instruction in Academic Libraries are Research-Based