Relevant bibliographies by topics / American River College. Library

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'American River College. Library'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "American River College. Library"

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Bukoff, Ronald N. "Censorship and the American College Library." College & Research Libraries 56, no. 5 (September 1, 1995): 395–407. http://dx.doi.org/10.5860/crl_56_05_395.

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Stokes, Judith E. "Print Magazines for American College Libraries." Serials Review 33, no. 3 (September 2007): 165–71. http://dx.doi.org/10.1080/00987913.2007.10765117.

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Clink, Kellian. "Occidental College Library Japanese American Relocation Collection2010244Occidental College Library Japanese American Relocation Collection. Los Angeles, CA: Mary Norton Clapp Library, Occidental College Last visited February 2010. Gratis URL: http://departments.oxy.edu/digitalarch/web/index.htm." Reference Reviews 24, no. 5 (June 15, 2010): 63–64. http://dx.doi.org/10.1108/09504121011058021.

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Miah, Abdul J. "Automated Library Networking in American Public Community College Learning Resources Centers." Journal of Interlibrary Loan, Document Delivery & Information Supply 5, no. 1 (June 16, 1994): 67–95. http://dx.doi.org/10.1300/j110v05n01_11.

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Mazza*, Joseph J. "A Library for Internists VIII: Recommendations from the American College of Physicians." Annals of Internal Medicine 120, no. 8 (April 15, 1994): 699. http://dx.doi.org/10.7326/0003-4819-120-8-199404150-00038.

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Frisse, Mark E. "A Library for Internists IX: Recommendations from the American College of Physicians*." Annals of Internal Medicine 126, no. 10 (May 15, 1997): 836. http://dx.doi.org/10.7326/0003-4819-126-10-199705150-00043.

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Birch, Sally, Amani Magid, and Alan Weber. "Library Collaboration with Medical Humanities in an American Medical College in Qatar." Oman Medical Journal 28, no. 6 (November 13, 2013): 382–87. http://dx.doi.org/10.5001/omj.2013.113.

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Duran, Cheryl. "The Role of Libraries in American Indian Tribal College Development." College & Research Libraries 52, no. 5 (September 1, 1991): 395–406. http://dx.doi.org/10.5860/crl_52_05_395.

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Madison, Olivia M. A., Sally A. Fry, and David Gregory. "College and University Libraries/Departmental Libraries; Association of College and Research Libraries; American Library Association/Policy Statements." College & Research Libraries 55, no. 4 (July 1, 1994): 342–54. http://dx.doi.org/10.5860/crl_55_04_342.

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Editorial Submission, Haworth. "Inaugural Conference, North American Serials Interest Group, Bryn Mawr College, June 1986." Serials Librarian 11, no. 3-4 (April 28, 1987): 191–95. http://dx.doi.org/10.1300/j123v11n03_22.

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Dissertations / Theses on the topic "American River College. Library"

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Miah, Abdul J. "Automated library networking in American public community college learning resources centers." Diss., Virginia Polytechnic Institute and State University, 1989. http://books.google.com/books?id=5LbgAAAAMAAJ.

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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1989.
Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-159).
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Dastmozd, Rassoul. "African American students' experiences at "urban community college"." Fort Collins, CO. : The author, 2007. http://www.clark.edu/Library/InstitutionalRepository/Rassoul%20Dastmozd%20Dissertation.pdf.

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Chiang, Warren. "From River to River: Examining the Relationship Between Racial Environments and Educational Outcomes for Asian American Students at Selective Institutions." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1812.

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Thesis advisor: Karen Arnold
This study explored the relationship between pre-college and college racial environments and post-secondary outcomes for Asian American students at selective institutions. This research utilized a sample of API students (n=940) from the National Longitudinal Survey of Freshman (1998-2003) which examined the pre-college and college experiences of students from 28 universities across five separate wave instruments from freshman through senior year. A series of blocked, linear regressions investigated the impact of homogeneity and heterogeneity of three racial environments (childhood, adolescence, and college) and the transition between adolescence and college on post-secondary outcomes in six categories (GPA, assertiveness, psychological health, satisfaction, cross-racial interactions, and racial microaggressions). Additional considerations included possible mediating effects of peer group racial composition and racial identity variables. The major findings reveal that (1) diversity in adolescence predicted lower academic assertiveness; (2) college homogeneity predicted lower academic assertiveness, higher psychological distress, and fewer racial microaggressions; and (3) high school-to-college transitions in racial diversity decreased assertiveness. Additionally, peer composition of racial environment was found to mediate between GPA and college homogeneity. Several control variables (gender, ethnicity, college type, immigration) were also strong predictors in the model. These findings add a new dimension to the literature on Asian American college students by identifying some potential links between their racial environments and post-secondary outcomes
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Winner, Alice J. "Rationale and design for a Unitarian Univarsalist/Native American young adult intercultural service-learning program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2964. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves [184]-199).
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McCraw, Jenny. "Stories of the American South: A Usability Study of Learning Objects." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/396.

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This study presents the results of a usability test of reusable learning objects currently in development in the Instructional Services Department of the UNC-Chapel Hill University Library. The learning objects are Web-based learning modules that are part of a new project, Stories of the American South, and they aim to make digital primary source material more accessible by breaking it into manageable units and providing contextual information. Seven undergraduate students viewed three prototypes, each focused on a unique theme related to the history of the American South. The results suggested that the learning objects are generally usable in design and function, and participants’ responses to design and content were positive. Several changes are suggested to optimize the usability of the learning object prototypes, and further usability testing with other audiences is recommended.
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Chisango, Russell. "Evaluating an information literacy intervention for first year faculty of business students at Rosebank College Cape Town." Thesis, UWC, 2012. http://hdl.handle.net/11394/3232.

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The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions:  Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes?  What are the existing Information Literacy competencies of the incoming students in the Faculty of Business?  How should Information Literacy programmes be delivered?  Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process.
Magister Bibliothecologiae - MBibl
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Davids, Marion. "Evaluating an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7041_1297853081.

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The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo
s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo
s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo
information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo
prior experience of libraries, reading and computers, which might impact on their information literacy...

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"Himdag and Belonging at Gila River: Interpreting the Experiences of Akimel O’odham College Graduates Returning to the Gila River Indian Community." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.51783.

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abstract: Belonging to a tribe or American Indian Indigenous group in the United States, even if one has already been enrolled or accepted into the community, is a lifelong endeavor. Belonging may be achieved by meeting specific criteria during one life stage yet one must continue to behave and act in ways that align with community expectations to maintain a sense of belonging throughout all life stages. This descriptive qualitative case study presents the findings of in-depth interviews, with five individual tribal members, two male and three female participants, ranging in age from 25 to 55, who are college graduates and tribal members. The study aimed to understand the different forms and ideas of belonging for tribal members, how the notion of belonging is understood and achieved over the life course, and how phenotypic arguments, blood quantum, the role of schooling and demonstration of tribal knowledge influences the extent to which belonging is earned and how that can change over time. The study sought to answer the following questions: How do tribal members define “belonging”? How and in what ways do tribal members learn how to become members of the community? And, what can tribal communities and tribal members do to foster a sense of belonging for members who have left to obtain professional or academic training and seek to return to serve the nation? The study focused on participants the Gila River Indian Community, a tribal community in southwest Arizona with approximately 23,000 enrolled members, who completed a higher education degree and sought to return to serve as professionals and/or leaders at their tribal nation. Interviews were conducted off-reservation in the Phoenix metropolitan area within a 30-day window and held during the month of September 2015. Interviews were analyzed using three iterative levels of content analysis. Findings suggest there can be three methods of belonging within Gila River: belonging by cultural practices, belonging by legal definition, and belonging by both cultural and legal definition. However, the three methods of belonging do not automatically equate to being accepted by other tribal members.
Dissertation/Thesis
Doctoral Dissertation Educational Psychology 2018
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Lorimer, Susan L. "Experiences of community college faculty in developing discipline specific educational master plans at American River College." Thesis, 2002. http://hdl.handle.net/1957/31176.

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Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research.
Graduation date: 2003
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Scherdin, Mary Jane Liskovec. "Measuring interests of library and information professionals using the American College Testing (ACT) interest inventory." 1989. http://catalog.hathitrust.org/api/volumes/oclc/22411236.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Books on the topic "American River College. Library"

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Brown, Gerald R. Red River Community College. Winnipeg: G.R. Brown, 1996.

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E, Kinsella Thomas, and Bryn Mawr College Library, eds. American signed bindings through 1876. New Castle, DE: Oak Knoll Press, 2007.

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Dittmann, Chrisma S. Norwegian-American imprints in the St. Olaf College Library: A bibliography. Northfield, Minn: Norwegian-American Historical Association, 1986.

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J, Dunn Robert, Gordon Sarah 1941-, O'Connor Flannery, and Georgia College, eds. The manuscripts of Flannery O'Connor at Georgia College. Athens: University of Georgia Press, 1989.

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1928-, Lakhanpal Sarv Krishna. User education in North American academic libraries.: A select annotated bibliography. Saskatoon: Collection Development Dept., University of Saskatchewan Library, 1995.

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1928-, Lakhanpal Sarv Krishna. User education in North American academic libraries: A select annotated bibliography. Saskatoon: Collection Development Dept., University of Saskatchewan Library, 1992.

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Non campus mentis: World history according to college students. New York: Workman Pub., 2001.

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Collection, Archibald MacLeish. Descriptive catalog of the Archibald MacLeish Collection at Greenfield Community College. Greenfield, MA: The College, 1991.

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Library, Oberlin College Conservatory of Music. Every Monday morning: A discography of American labor songs in the Conservatory Library at Oberlin College. Oberlin, Ohio: Oberlin College Library, 1993.

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1817-1862, Thoreau Henry David, and White Viola Chittenden 1890-, eds. The Concord saunterer. New York, N.Y: AMS Press, 1985.

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Book chapters on the topic "American River College. Library"

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"Educating the Educators: Outreach to the College of Education Distance Faculty and Native American Students." In The Eleventh Off-Campus Library Services Conference Proceedings, 31–568. Routledge, 2013. http://dx.doi.org/10.4324/9780203051207-8.

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Brown, Jeannette. "Marie Maynard Daly." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0007.

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Dr. Marie Maynard Daly was the first African American woman chemist to receive a PhD in chemistry. In addition, she was part of a research team that was working on the precursors to DNA . Marie was born Marie Maynard Daly on April 16, 1921, to Ivan C. Daly and Helen Page, the first of three children. Her father, who had emigrated from the West Indies, received a scholarship from Cornell University to study chemistry; however, he had to drop out because he could not pay his room and board, and he became a postal worker. Daly’s interest in science came from her father’s encouragement and the desire to live his dream.” He later encouraged his daughter to pursue his dream, even though she was a woman and had brothers who were twins. In the 1920s, as a result of the women’s suffrage movement, some women began to aspire to achievement in areas outside the domestic sphere. Marie’s mother encouraged reading and spent many hours reading to her and her brothers. Marie’s maternal grandfather had an extensive library, including books about scientists, such as The Microbe Hunters by Paul De Kruff; she read that book and many others like it. Growing up in Queens, one of the boroughs of New York City, she attended the local public school, where she excelled. She was able to attend Hunter College High School, an all girls’ school affiliated with Hunter College for women. Since this was a laboratory school for Hunter College, the faculty encouraged the girls to excel in their studies. Since Marie had an aptitude for science, the teachers there encouraged her to study college-level chemistry while still in high school. One of the many advantages of living in New York City during that time was that students who had good grades could enter one of the tuition-free colleges run by the City of New York. As a result, Daly enrolled in Queens College, then one of the newest institutions in the City College system, in Flushing, New York.
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Gibbons, Patti, and Carol Ng-He. "Library Exhibitions and Visual Literacy." In Visual Literacy in The Virtual Realm: The Book of Selected Readings 2021, 30–38. International Visual Literacy Association, 2021. http://dx.doi.org/10.52917/ivlatbsr.2021.014.

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Library exhibitions showcase collections and can be laboratories where users apply key visual literacy skills, such as making close observations, practicing interpretation, and challenging assumptions. Library exhibitions facilitate self-directed inquiry and have a wide pedagogical range. At academic libraries, faculty include exhibition curation and viewing in their curriculum to promote scholarship and activism. Public libraries use exhibitions to cultivate civic interest and encourage intergenerational and multi-cultural learning. Across settings, exhibition experiences support visual learning, prompt critical thinking, and mobilize change. Through examining contemporary library engagement models such as the American College and Research Library’s Visual Literacy Competency Standards for Higher Education, this paper provides examples of exhibits that illustrate ACRL’s visual literacy benchmarks. Additionally, the paper provides a brief overview of recommendations for partnering with libraries to expand opportunities for visual learning.
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"John Gunn (2004), 'The Royal College of Psychiatrists and the Death Penalty' , Journal of the American Academy of Psychiatry and the Law, 32, pp. 188-91." In The International Library of Essays on Capital Punishment, Volume 3, 97–100. Routledge, 2016. http://dx.doi.org/10.4324/9781315238913-13.

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Hochschild, Jennifer L., and Nathan Scovronick. "School Finance Reform." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0007.

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IN A WEALTHY NORTHEASTERN STATE, two schools are near each other geographically but far apart in every other way. The school in the city sits beside an abandoned lot in a community that has lost most of its industrial jobs. “The physical appearance of the school is bleak, depressing. The hall is dark and dingy. . . . The playground outside is all brown wood and it is completely surrounded by hard pavement.” The library has not been used for 13 years; even the faculty bathrooms have no toilet paper or soap. The gym leaks. There is one computer for every 35 students, and none of the classrooms is wired for the Internet. The principal has trouble attracting qualified teachers in many fields and has none trained in computer instruction; according to the scholar who looked at these schools, teachers mainly use the computers to keep the students busy playing games when they have completed their worksheets. In this school 98 percent of the students are non-Anglo, more than two-thirds are eligible for free or reduced-price school lunches, almost three in ten are in special education. The residents of the district have a per capita income of $17,000 a year. In the suburb nearby, the school is “housed in a modern building and surrounded by large, well-maintained athletic fields. [It] boasts such amenities as a spacious school library furnished with rows upon rows of book stacks, and a high-ceilinged auditorium with theater-style seating and a grand piano on stage. Not only does the school have computers in every classroom, it also has a fully equipped computer lab, staffed by an instructor.” There is one computer for every four students, all wired for Internet use. Teachers have aides as well as access to “resource teachers” who specialize in various academic fields, help with curricula, and give “guest lectures” in classrooms. Most students participate in the orchestra, chorus, or specialized bands (or perhaps all three). One fourth-grade teacher, a graduate of Vassar College, was chosen over more than 200 competitors for her job, and along with the others in the school is paid considerably more than the state average. In this school 95 percent of the students are Anglo, fewer than one percent are eligible for free or reduced-price lunches, and only 5 percent are in special education. Residents of the district have a per capita income of $70,000.
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Kendrick, Kaetrena Davis, and Echo Leaver. "The Code of Ethics and Workplace Behaviors." In Human Rights and Ethics, 1063–93. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch058.

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An investigative study was performed to better understand the practical influence of the American Library Association's Code of Ethics on the workplace behaviors and decisions of academic librarians. Participants in this investigative study were credentialed academic librarians working in North American college and university libraries, and this chapter focuses on academic librarians who hold leadership positions in management and administration. Study results show no significant results between COE familiarity and effects on ethical behaviors in the workplace; however, these results have implications for the debate surrounding enforcement of the COE and offer some insight into the links between the challenges of succession planning, leadership, and ethical behaviors in academic library environments.
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Davis, William L. "Laying Down Heads in Written and Oral Composition." In Visions in a Seer Stone, 14–32. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469655666.003.0003.

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Chapter Two explores Joseph Smith's personal style of composition in relation to contemporary print conventions, as well as early American education and popular preaching methods and techniques. The chapter focuses on the method of "laying down heads," or the use of preliminary outlines to compose and deliver sermons. The chapter begins with a brief look at John Walker's popular system of composition in early American education, followed by an exploration of the techniques in relation to Congregationalist preaching styles practiced in the Connecticut River Valley, where Smith spent much of his childhood. Smith's older brother, Hyrum Smith, attended Moor's Indian Charity School, an institution created by Congregationalist preacher Eleazar Wheelock in conjunction with the formation of Dartmouth College. The preaching style taught at the school reflected the semi-extemporaneous style of the famous preacher, George Whitefield, and provides evidence of a Smith family member receiving formal instruction in preaching styles, delivery, and rhetorical performance.
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Fleming, Jacqueline, and Amy Minix. "Supporting Visual Literacy in Nursing." In Visual Literacy in The Virtual Realm: The Book of Selected Readings 2021, 20–29. International Visual Literacy Association, 2021. http://dx.doi.org/10.52917/ivlatbsr.2021.013.

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COVID-19 impacted in person learning, particularly for the health sciences. Nursing students learn valuable clinical skills in simulation labs on campus. When one university campus stopped in person instruction during the 2020 spring semester, two librarians worked together to identify resources to support a nursing course that quickly switched to remote learning. These resources ranged from library licensed content to free virtual reality simulations. In order to identify materials, the librarians first defined visual literacy within nursing, as well as met with various constituents to understand curriculum goals and needs. Making connections with both the faculty and the curriculum was the impetus for examining similarities between the Association of College and Research Libraries Visual Literacy Competency Standards and the American Association of Colleges of Nursing Clinical Resources Essentials for Baccalaureate Nursing Education. Both librarians are eager to continue working on strategically and systematically incorporating visual literacy library instruction into the nursing curriculum.
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Hart, D. G. "Civic Uplift." In Benjamin Franklin, 111–27. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198788997.003.0007.

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Chapter 6 addresses Franklin’s inherently sociable nature, which led him to join many organizations such as the Masons in Philadelphia. He founded the American Philosophical Society, and the Junto, out of which emerged the Library Company. These institutions were based on high-minded discussion of ideas and provisions for public health as well as ordinary efforts to improve Philadelphia’s physical conditions. The chapter outlines the founding of the College of Philadelphia, the Union Fire Company, and the Pennsylvania Hospital, as well as the improvement of sidewalks, installation of streetlights, and the creation of a private militia. It discusses Franklin’s commitment to life in Philadelphia—another connection to Protestantism which started as an urban faith and in much of its early development depended on institutions and churches located in cities.
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