Bibliographic record
Abstract
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. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".