I have found 3 citations of the paper I wrote with Tom Conkling over a year ago in the Journal of Academic Librarian. The first to show up was in JAL and an alert came from Web of Science by Thompson Reuters, and the same citation showed up a few weeks later in Scopus by Elsevier. If use Google Scholar, however, you can find two other citations: one in Issues in Science and Technology Librarianship and the other at an IEEE conference, both significant and scholarly.
It points back to the central problem as often asked of me as a librarian, "Is there one way to track citations for a paper or a person?" And my answer is "No, not yet."
Emerging Leaders 2007 - 25% male
Emerging Leaders 2008 - 22% male
Emerging Leaders 2009 - 19% male
You can check my numbers, but what will be shown even with small error is that rather than disproportionately representing women, emerging leaders is actually proportionally representing them. This is great, since historically even librarianship has given men favor in leadership positions despite the predominance of women in the profession. Just another day for me in a dramatic gender minority.
Teaching
Academic Paper Abstracts
Invited Talks
and my favorite Impact Factor
He started from the beginning - born blind, he grew up in NYC (New York Jewish Guild for the Blind). He had many experiences growing up blind - learning NYC, writing letters with rubber stamps, touching objects including neon lights. He went on errands and made change as a boy, and even today keeps up in math by solving problems in physics/chemistry/math textbooks as recreation. He has electrician skills, like installing wiring, which started by circuit diagram drawing. It was interesting how he practiced using a soldering iron (used a pencil to direct the soldering iron, melting solder smell is indication it was done)
Arithmetic was a problem already in elementary school, because the method for working was slow. In high school he tutored someone as a 9th grader in math and took as much math as possible. Then in Brooklyn College he took lots of math again during the depression years. He was told that a Math Major is out of bounds, since there were no materials and a reader would need to be very skilled. So he did a psychology major instead, even a Masters from Columbia. First job was with the American Federation for the Blind as unskilled labor. Then his wife worked while he pursued an advanced Math degree, asking him "Wouldn't you rather be an unemployed Mathematician than an unemployed Psychologist."
The existing Taylor code was only good for elementary algebra. He had to figure out all these things - his experience with print letters helped since letters are used to reference SO many things in English "t-square", etc. Nemeth code uses such print oriented references. It was only for his use, until someone else blind needed a integral table and this person was on a international committee (1952). While teaching math, he would tell students stories of inspirational mathematicians or problems.
When asked about his favorite branch of mathematics (by our local Diane Henderson) he said calculus and analysis because it is so precise (though his dissertation was in topology) If you are teaching a blind math student, would you as a teacher need to know the Nemeth code? Yes, you need to check his work. Also if he came across an expression he didn't know you would need to explain it. You don't have to learn the whole code, just learn the part that is in your area of interest (for example, only the signs for the expressions you use)
Three reasons are "proximity to academic SLA STM librarians, an awareness of the general success of SLA members in attainment of elective professional office, and success in SLA member recruitment by elite institutions."
Let me posit a fourth point that comes from attending STS Council and other ACRL meetings along with a recent personal experience trying to get a STM program accepted for ACRL Conference. "In efforts to meet the needs of all its sections and members ACRL winds up giving STS and perhaps other sections very limited opportunities for impact and significance." This plays itself out at ALA Conferences, of which ACRL is only a part, in limited
time slots of programming and multiple conflicts in those slots. Also this may be my first year to attend SLA so I will see if the grass really is greener on the other side of the fence.
Every Library’s Nightmare? Digital Rights Management, Use Restrictions, and Licensed Scholarly Digital Resources Kristin R. Eschenfelder - Eh. An intriguing examination of "soft" DRM, such as warnings or limitations on use that have workaround or obfuscated solutions. The paper does categorize these "soft" restrictions for later researchers. Engineering was one of the subjects studies, but only a few specific instances were noted (one old) and no quantitative list was presented.
Status of Approval Plans in College Libraries Beth E. Jacoby - This would have been useful required reading before the PSU Libraries Collection Development retreat where we looked at coordinating our approval plan among one main campus and 23 college campuses (one university, geographically distributed), but I got behind in my C&RL reading. I found out Penn State used to have a "Ogontz" campus, name changes keep my mind boggled.
What’s in a Name? Using Card Sorting to Evaluate Branding in an Academic Library’s Web Site Peter Hepburn and Krystal M. Lewis - Shocking reality check about library branded services. A must read for any library web committee (at least the Findings and Table 1 sections for the time challenged)
Adjusting to the Workplace: Transitions Faced by New Academic Librarians Joanne Oud - Best Article (for me and Russ anyway) Though it is about University Librarians in Canada, this will be a landmark study in my research agenda. Great survey of new academic librarians that impacts mentoring, job training, hiring, collection development, and instruction (Russ!). The questions were well contructed and the results are sometimes surprising and always quantitative. I would love to duplicate this survey in the U.S. or at Penn State.
Transition to Electronic Resources in Undergraduate Social Science Research: A Study of Honors Theses Bibliographies, 1999–2005 Leslie Kriebel and Leslie Lapham - co-writing my own article about electronic resources in a subject area has taught me not to skip an article if it doesn't directly address your subject area. This is a good study of undergraduate theses that reinforces our expectation that Websites are increasing in student citations, E-journals are trumping print, yet perhaps surprisingly e-Books are a flop (only 1% of citations where almost 9% of the citations were available as e-Books). This reminds me to look at habits of grad students and not just faculty in my own citation studies.
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