Analyzing and Enhancing CMC Biography Subject Headings for Race and Gender

With equity, diversity, and inclusion in mind, and to improve access to the juvenile biographies in the University of Central Florida Curriculum Materials Center (CMC) Library, librarians from cataloging, CMC and ILL, analyzed 952 bibliographic records and enhanced subject headings with biographees\u27 gender, race, nationality and other information. Statistics were compiled to measure subject headings for biases and inequalities. Local subjects, LCSH, LC Demographic Group Terms and Homosaurus terms were added to aid students to discover materials for the diverse population they will teach. Long Proposal Description: Dr. Rudine Bishop\u27s theory Windows, Mirrors and Sliding Glass Doors explains that children need to see themselves reflected in books and learn about the lives of others. With equity, diversity, and inclusion in mind and to improve access to the juvenile biographies in the University of Central Florida Curriculum Materials Center (CMC) Library, librarians from cataloging, CMC and ILL, analyzed 952 bibliographic records and used the results to enhance subject headings with biographees\u27 gender, race, nationality and other information.The librarians devised a rubric to analyze and quantify the Library of Congress Subject Headings (LCSH) and non-LCSH in the records. A student assistant was trained to review the juvenile biographies and input data about each book into a database. Librarians used this data to compile statistics to measure subject headings for bias and inequality and to determine how cataloging practice has changed over time. They also added local subject headings, LCSH, LC Demographic Group Terms and Homosaurus terms to these records in the library catalog. This project aids student educators in discovering materials for the diverse population they will teach

Directory of Curriculum Materials Centers and Collections 8th Edition

The 8th Edition of the Directory of Curriculum Materials Center and Collections was compiled by the Curriculum Materials Committee of the Education and Behavioral Sciences Section of the Association of College and Research Libraries, a Division of the American Library Association. It contains data from 112 institutions which have either a curriculum materials center or collection in the United States and Canada. Data includes information about institutional demographics, facilities, staffing, funding, and types of materials selected and cataloged. Multiple figures aggregate the data provided

Knowledge of trafficking in human beings among Portuguese social services and justice professionals

Knowledge about trafficking in human beings has several implications for various social service and justice professionals. The aim of this study was to examine the knowledge of social service and justice professionals regarding the characterization of this phenomenon and anti-trafficking policies in Portugal. Four hundred and forty-six social service and justice professionals completed an online Human Trafficking Knowledge survey. The results revealed that Portuguese professionals have, in general, a good level of knowledge about trafficking in human beings, revealing higher-level scores for issues, such as trafficking in human beings' idiosyncrasies and purposes in Portugal, trafficker profiles, criminal behaviour, victim profiles and victimization dynamics. On the other hand, participants scored lower in trafficking in human being's trajectories and specificities within Portugal. This knowledge appeared to be influenced by variables, such as professional experience, previous contact with trafficking and training in trafficking in human beings. National policies must promote professional formal training about trafficking in human beings in different areas.This study was partially conducted at the Psychology Research Centre (UID/PSI/01662/2013), University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education through national funds and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653)