Notice bibliographique
Résumé
This study examines academic library experiences of African American undergraduates attending research university in Midwest. Data collection techniques included questionnaires and ethnographic observations. The results indicated that African American undergraduates are using academic library primarily to read and to study with their own materials. Additional data include information about what days and time periods they normally visited library and their library activities. Although undergraduates primarily used library as an academic space, there was some evidence suggesting that these undergraduates also viewed library as social space. INTRODUCTION Last time we went to library.. .to study.. .obviously, it's finals time.. .people are going to study. But when we walked in there looking for somewhere to sit down, it's like...they've never seen African American people before in their lives, or they've never seen African American people study before! (Solorzano, Ceja, & Yosso, 2000, p. 68) It hoped that most African American undergraduates do not have experience that young man in above quotation had when they enter academic library on their college campuses. Wiegand and Bertot (2003) stated that it important for Library and Information Science (LIS) researchers to conduct studies in areas that explore roles that libraries play as cultural spaces in lives of their users. It also important for practitioners to observe and analyze how various groups use libraries on college campuses in order to provide best services for their patrons. This investigation builds on author's earlier research, which examined impact of campus racial climate on perceptions of academic library by White undergraduates and students of color. The results indicated that there was relationship between White undergraduates' views of campus racial climate and their perception of academic library. Students of color did not observe relationship between campus racial climate and academic library. Interestingly, students of color did not appear to consider academic library to be racialized space (Whitmire, 2004). Others have also suggested that libraries are racially neutral spaces. For example, Greenhalgh and Worpole (1995) described libraries as neutral where people are accepted regardless of race, ethnicity, gender, or class. Putnam (2003) writes about Chicago Public Library branch in his latest book, Better Together: Restoring American Community. This branch successfully serves both predominantly low-income African American community and more affluent predominantly White community. Mary Dempsey, Chicago Public Library Commissioner, states that libraries are the least threatening public institutions (Putnam, 2003, p. 45). Putnam further describes libraries as without barriers that welcome everyone. Finally, Kuh and Gonyea (2003) reviewed data from more than 300,000 students who completed College Student Experiences Questionnaire (CSEQ) between 1984 and 2002 and found that students of color used library more than other students. They speculated that perhaps academic library a safe haven, place that supports and nurtures academic success in collaboration with peers of same racial and ethnic background (p. 267). In their study of Canadian public libraries in Toronto and Vancouver, researchers Leckie and Hopkins (2002) extended sociologist Oldenburg's (1991) concept of places to libraries. The third place is generic designation for great variety of public that host regular, voluntary, informal, and happily anticipated gatherings of individuals beyond realm of home and work (Oldenburg, 1991, p. 16). Oldenburg (2001) suggested that third include spaces such as bars, coffee houses, bookstores, and restaurants. According to Oldenburg (1991), first place home and second place work. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».