The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a course-embedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course with an embedded librarian, information literacy training and an assignment based on the training session reported higher levels of research confidence and demonstrated the use and understanding of selected information literacy skills and concepts.
Paula Booke, Ph.D. is Associate Director at the Center for Academic Equity at Tulane University, Louisiana, U.S.A. She was previously an Assistant Professor in the Department of Political Science at Hope College, Michigan, U.S.A. Her research interests are identity politics including religion and politics, race and politics, political psychology, mass media and politics, qualitative/interpretative methods and pedagogy. E-mail: firstname.lastname@example.org
Todd J. Wiebe, MLIS is Head of Research and Instruction, Librarian with rank of Associate Professor at the Van Wylen Library, Hope College, Michigan, U.S.A. His academic and professional interests include information literacy education, information-seeking behaviour and the needs of undergraduate students, and academic library research and information services to the social sciences. E-mail: email@example.com
Bowler, M. and Street, K. (2008) ‘Investigating the efficacy of embedment: Experiments in information literacy integration’, Reference Services Review 36, no. 4: 438–449.10.1108/00907320810920397)| false
Cope, J. and Flanagan, R. (2013) ‘Information literacy in the study of American politics: Using new media to teach information literacy in the political science classroom’, Behavioral & Social Sciences Librarian32, no. 1:3–23.
Cope, J. and Flanagan, R. (2013) ‘Information literacy in the study of American politics: Using new media to teach information literacy in the political science classroom’, Behavioral & Social Sciences Librarian 32, no. 1:3–23.10.1080/01639269.2013.750198)| false
Corasaniti, N. and Parker, A. (2014) ‘G.O.P. ads chase voters at home and on the go’, The New York Times, 1November, http://www.nytimes.com/2014/11/01/us/politics/gop-ads-chase-voters-at-home-and-on-the-go-.html?_r=0 (accessed 16 April 2017).)| false
Gibson, C. (2008) ‘The history of information literacy’, in C.N.Cox and E.Blakesley (eds) Information Literacy Instruction Handbook, Chicago: Association of College and Research Libraries, 10–25.
Gibson, C. (2008) ‘The history of information literacy’, in C.N.Cox and E.Blakesley (eds) Information Literacy Instruction Handbook, Chicago: Association of College and Research Libraries, 10–25.)| false
Helms, M. and Whitesell, M. (2013) ‘Transitioning to the embedded librarian model and improving the senior capstone business strategy course’, Journal of Academic Librarianship 39, no. 5: 401–413.10.1016/j.acalib.2013.03.015)| false
Knapp, J. A., N. J.Rowland and E. P.Charles (2014), ‘Retaining students by embedding librarians into undergraduate research experiences’, Reference Services Review 42, no. 1: 129–147.10.1108/RSR-02-2013-0012)| false
Koufogiannakis, D. and N.Wiebe (2006), ‘Effective methods for teaching information literacy skills to undergraduate students: A systematic review and meta-analysis’, Evidence Based Library and Information Practice1, no. 3: 3–43.
Koufogiannakis, D. and N.Wiebe (2006), ‘Effective methods for teaching information literacy skills to undergraduate students: A systematic review and meta-analysis’, Evidence Based Library and Information Practice 1, no. 3: 3–43.10.18438/B8MS3D)| false
Marfleet, B.G., Dille, B.J. and Dille, B.J. (2005) ‘Information literacy and the undergraduate research methods curriculum’, Journal of Political Science Education, 1, no. 2: 175–190.10.1080/15512160590961793)| false
Olsen, J., and Statham, A. (2005) ‘Critical thinking in political science: Evidence from the introductory comparative politics course’, Journal of Political Science Education 1, no. 3: 323–344.10.1080/15512160500261186)| false
Owusu-Ansah, E. K. (2003) ‘Information literacy and the academic library: A critical look at a concept and the controversies surrounding it’, The Journal of Academic Librarianship 29, no. 4: 219–230.10.1016/S0099-1333(03)00040-5)| false
Spiranec, S., ZoricaM.B. and Kos, D. (2016) ‘Information literacy in participatory environments: The turn towards a critical literacy perspective’, Journal of Documentation 72, no. 2: 247–264.10.1108/JD-06-2015-0072)| false
Stevens, C. R. and P. J.Campbell (2008), ‘Collaborating with librarians to develop lower division political science students’ information literacy competencies’, Journal of Political Science Education4, no. 2: 225–252.
Stevens, C. R. and P. J.Campbell (2008), ‘Collaborating with librarians to develop lower division political science students’ information literacy competencies’, Journal of Political Science Education 4, no. 2: 225–252.10.1080/15512160801998114)| false
Thornton, S. (2010) ‘From “scuba diving” to “jet skiing”? Information behavior, political science, and the Google generation’, Journal of Political Science Education 6, no. 4: 353–368.10.1080/15512169.2010.518111)| false
Williams, M. H., K. A.Goodson and W. G.Howard (2006), ‘Weighing the research paper option: The difference that information literacy skills can make’, PS: Political Science & Politics39, no. 3: 513–519.
Williams, M. H., K. A.Goodson and W. G.Howard (2006), ‘Weighing the research paper option: The difference that information literacy skills can make’, PS: Political Science & Politics 39, no. 3: 513–519.)| false
The Arctic is one of Russia’s treasures. However, Arctic economic development means that business is invading lands that are sacred to indigenous peoples. As a rule, regional authorities are interested in tax revenues from subsoil users, prompting them to decide the culture-or-mining dilemma in favor of the latter. But this does not mean that the price of this encroachment on indigenous lands remains uncalculated. Since its establishment in 2010, Yakutia’s Ethnological Expertise Committee has developed a tool for assessing the damage caused to indigenous communities by subsoil users. The problem of getting businesses to compensate indigenous communities has yet to be solved. This article seeks answers to the problem of fair compensation methods and explores modes of partnership and cooperation on traditional lands.
Having devoted an entire issue of the journal (and some overflow into the
following one) to the current state of Yiddish, there was an obvious logic in
attempting to do the same for the state of Ladino. But whereas the sound of
Yiddish, albeit in a vulgarized form, is familiar, and access to texts and
scholars working in the field is relatively easy, Ladino presents an entirely
different set of problems. It has no obvious speakers to promote it today in
Anglo-Saxon countries, and the subject belongs more to the realm of
specialized studies. So the Editorial Board was delighted when Hilary
Pomeroy agreed to help us in suggesting possible contributors. Hilary
Pomeroy teaches courses on the culture and history of Sephardi Jewry in the
Department of Hebrew and Jewish Studies, University College London, and
has chaired the British Conference on Judeo-Spanish Studies, an international
scholarly resource, since 1995. Once the list began to come together, it became
obvious that it needed particular expertise to edit the issue effectively, and
Hilary generously accepted the invitation to take on this task.
This article addresses the complex relationships between political discourses, demographic constellations, the affordances of new technologies, and linguistic practices in contemporary Germany. It focuses on political and personal responses to the increasingly multilingual nature of German society and the often-conflicting ways in which “the German language” figures in strategies promoting social integration and Germany's global position. In order to do this, the idea of “the German language” is contextualized in relation to both internal and external processes of contemporary social change. On the one hand, changes to the social order arising from the increasingly complex patterns of inward migration have led to conflicts between a persistent monolingual ideology and multilingual realities. On the other hand, changes in the global context and the explosive growth of new social media have resulted in both challenges and new opportunities for the German language in international communication. In this context, the article explores internal and external policy responses, for example, in relation to education and citizenship in Germany, and the embedding of German language campaigns in strategies promoting multilingualism; and impacts on individual linguistic practices and behaviors, such as the emergence of “multiethnolects” and online multilingualism.
Combining history, theology, and the cognitive study of religion, this article offers a new interpretation of the origins and purpose of the fourth-century Trinitarian theology known as Homoianism, suggesting that it aimed to create an “entry-level“ Christianity as a first step in gradually easing polytheists into Christianity. It highlights the polemical nature of Homoianism's characterization as “Arianism,“ and examines the beliefs of Homoianism's proponents, including those of Ulfila, the “apostle of the Goths.“ This article suggests that the Homoian view of the Trinity attempted to map non-Christian intuitions of divinity onto the Christian doctrine of God. It points to Homoianism's Western origins on the Roman Empire's strategically important Danubian frontier, arguing that a Homoian creed should be seen not only in the wider context of the “Arian Controversy,“ but also as part of attempts to ensure the peaceful Romanization of the Goths.