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This literary analysis examines the emergence of children of alcoholics narratives and their growth from "resource" texts to literary subgenre. While early texts offer useful information about parental alcoholism, they are also limited. Namely, they do not adequately mirror the diversity of children, families, and problems associated with parental alcoholism nor do they offer alternatives for children whose parents do not, or cannot, seek treatment for their addiction. Literature, on the other hand, in inviting what philosopher Martha Nussbaum refers to as "narrative play," can help children learn to understand and empathize with others, nourish their inner curiosity, and, most importantly, tolerate ambiguity in the face of an imperfect world. Thus, this paper presents and examines three literary narratives about children of alcoholics: Gary Paulsen's Harris and Me (1993), Sherman Alexie's The Absolutely True Diary of a Part-Time Indian (2007), and Tom Robbins' B is for Beer (2009). By providing characters and situations with which they can identify, these stories possess potential to validate the feelings that children of alcoholics often experience. At the same time, by offering models of strength and hope, these stories can also help broaden and awaken new perspectives so that children of alcoholics might envision a different life for themselves and reject the pattern of selfvictimization and the cycle of alcoholism. Humor, a dominant feature throughout all three narratives, is identified as an especially effective means of discussing this topic with younger audiences. Teachers and librarians can draw on this examination to better guide their selection of texts for young readers, especially for those who are burdened by parental addiction and/or family dysfunction.
PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.
. 177 p. Paper (ISBN: 978-1-55570-889-4). Many libraries have shifted collection development practices in favor of electronic resources to better meet their users' needs. Despite these efforts, however, costly electronic resources often receive little use. Low usage of these resources may be due to lack of marketing rather than lack of need, but few librarians have the knowledge necessary to implement an effective marketing program. Kennedy and LaGuardia, both academic librarians, have written an accessible and readable guide focused on increasing usage of electronic resources through thoughtful marketing. The book is organized in two sections: the first focuses on how to identify underused resources and design a marketing plan accordingly, and the second details examples of marketing plans created by public and academic libraries. Each chapter flows logically and is well-researched, detailing different aspects of plan design, implementation, and assessment. The authors assume that readers have no background or experience in marketing, and they provide basic but very useful examples that show how to gather usage statistics to identify which resources are underused and how to set goals for a marketing plan. The book also discusses the importance of communicating with library managers and stakeholders about why a particular resource deserves a marketing plan, and the benefits of educating and involving all staff to ensure the plan' s success. Examples of plans created by different libraries are used throughout the book, and readers will appreciate how these examples illustrate that effective electronic resource marketing plans can be created for almost any library, regardless of budget constraints. This book will be of greatest interest to librarians employed by institutions with moderate to large electronic resources collections, specifically academic and large public libraries. Taking into account the growing electronic collections at libraries in general, this work will also be beneficial to students enrolled in library management courses. Serving At-Risk Teens presents one of the first guidebooks for librarians who want to provide outreach to at-risk teens. Craig and McDowell do an excellent job of defining what "atrisk" means. They show readers that the A+ student whose family has a history of alcohol addiction is just as "at-risk" as the teenage mother with a newborn baby. They provide a history of how the term has been used, mostly with negative connotations, and how it can "have a detrimental effect upon how they [teens] perceive themselves and how the world perceives and reacts to them" (vii). The authors provide tips on how to look past stereotypical labels and see young patrons who can benefit from library services, just like any other teens. The authors successfully organize the book into chapters on related themes. Chapters 1 through 3 focus on advocating for outreach, understanding the special needs of at-risk teens, and recognizing the common factors that can place all teens at-risk. Chapters 4 thro...
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