Women\u27s and Gender Studies Collection Development Policy

The Women\u27s and Gender Studies collection supports the teaching, research and service activities of the entire university community and beyond. Its primary audience is the faculty, staff, and students of the Women\u27s and Gender Studies Program primarily in the College of Arts and Sciences, as well as in the colleges of: Agricultural Sciences and Natural Resources, Architecture, Business Administration, Education and Human Sciences, Engineering, Fine and Performing Arts, Journalism and Mass Communications and Law. Its primary focus is support for the undergraduate and graduate curricula and research in Women\u27s and Gender Studies. Specific and transient research needs of Women’s and Gender Studies faculty and graduate students should be supplemented through the campus resource collections in Women’s and Gender Studies Program, Women’s Center, LGBTQ Resource Center, and through the Interlibrary Loan. Materials are not purchased for the general public, though they may benefit from the collection. While the collection focuses on works classified in the LC Classification HQ - Social Sciences - Women, the interdisciplinary nature of the program means that the collection covers works related to women and gender issues in the entire LC classification range and may overlap with those in Art, Ethnic Studies, English, History, Law, Psychology, Political Science, Sociology, to name a few, for works about/by women and LGBT authors and communities in those subject areas

Women\u27s and Gender Studies Collection Development Policy

The Women\u27s and Gender Studies collection supports the teaching, research and service activities of the entire university community and beyond. Its primary audience is the faculty, staff, and students of the Women\u27s and Gender Studies Program primarily in the College of Arts and Sciences, as well as in the colleges of: Agricultural Sciences and Natural Resources, Architecture, Business Administration, Education and Human Sciences, Engineering, Fine and Performing Arts, Journalism and Mass Communications and Law. Its primary focus is support for the undergraduate and graduate curricula and research in Women\u27s and Gender Studies. Specific and transient research needs of Women’s and Gender Studies faculty and graduate students should be supplemented through the campus resource collections in Women’s and Gender Studies Program, Women’s Center, LGBTQ Resource Center, and through the Interlibrary Loan. Materials are not purchased for the general public, though they may benefit from the collection. While the collection focuses on works classified in the LC Classification HQ - Social Sciences - Women, the interdisciplinary nature of the program means that the collection covers works related to women and gender issues in the entire LC classification range and may overlap with those in Art, Ethnic Studies, English, History, Law, Psychology, Political Science, Sociology, to name a few, for works about/by women and LGBT authors and communities in those subject areas

Working with VanderBot to Add Multilingual Content (in English and Arabic) to Wikidata

In this presentation Steve and Joy (Anchalee) discussed the example workflow to add both English and Arabic character sets to Wikidata using VanderBot with the input of Arabic characters by Iman. Joy also discussed data modeling in Wikidata for works of translations to support visualization in Wikidata and to provide insight into scholarly communication related to Medieval Islamic technology

Guide to Cataloging DVD and Blu-ray Discs Using AACR2r and MARC 21 2008 Update

This guide is intended as an update to the 2002 Guide to Cataloging DVDs UsingAACR2r Chapters 7 and 9 created by the DVD Cataloging Task Force of OLAC. The update incorporates rule changes and interpretations that resulted from the 2004 Amendments for Chapters 7 and 9 of Anglo-American Cataloguing Rules (AACR2) and expands the discussion of formats to include Blu-ray Discs, DualDiscs, and DVD-Audio Discs. The information and cataloging examples presented should help clarify principles and rules used in cataloging DVD formats and digital video disc formats. There is also information to help the cataloging process for the Blu-ray Discs and DVD-Audio, newer formats that libraries will begin and continue to purchase as producers market and develop them for consumer use

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 10, Issue 1, Winter 2021

In this issue, a central question explored is, what kinds of programs and approaches can enhance interdisciplinary teaching and student learning? The essays in this issue explore this question in distinct and insightful ways. Grounded in her own experiences developing and running a Latin American and Caribbean Studies minor, one contributor argues that the minor enhances students’ interdisciplinary learning by exposing students to ethnic and racial difference, enriches student understanding of the depth and breadth of geo-cultural diversity, and prepares students to engage and work in multicultural settings. Writing together, two health educators highlight how various applications of service-learning pedagogy, such as traditional vs. online classroom approaches to service learning, application of service-learning strategies in the context of health education and health promotion, via internship courses and funded service projects, and the role of service-learning in enhancing core areas of responsibilities for certified health education specialists (CHES), can be a powerful interdisciplinary teaching and learning tool in health education. Finally, two faculty from the University of Tennessee interested in the Biglan/Becher taxonomy of disciplines, collaboratively show how the Biglan/Becher taxonomy of disciplines can be used to analyze disciplinary interrelationships in STEAM (STEM + Arts), with the ultimate goal of categorizing ways STEAM approaches can facilitate student learning in higher education. Our Impact book reviewers inform readers about new interdisciplinary and ground-breaking work in the under-researched area of parental incarceration, one author’s suggestions for how to teach undergraduates and still feel good about it, notes from a white professor in terms of teaching about race and racism in the college classroom, and, finally, another author’s arguments about how democracy can handle climate change

Best Practices for Cataloging DVD-Video and Blu-ray Discs Using RDA and MARC21

Best Practices for Cataloging DVD-video and Blu-ray Discs Using RDA and MARC21 builds upon the work of the 2008 Guide to Cataloging DVD and Blu-ray Discs Using AACR2r and MARC21, which in turn updated the 2002 Guide to Cataloging DVDs Using AACR2r Chapters 7 and 9 created by the DVD Cataloging Task Force of OLAC. The focus of this new document is to provide a set of “best practice” recommendations rather than a step-by-step instruction manual for cataloging DVD-video and Blu-ray Discs. One reason for this shift is that RDA cataloging practice is far from settled, particularly in regard to special format materials. Best practice recommendations will likely be easier to manage as RDA instructions evolve. This document is intended for use with Resource Description and Access (RDA) and the MARC21 Format for Bibliographic Data. It should not be considered a substitute for the RDA Toolkit. The best practice recommendations and cataloging examples presented in the document are intended only to clarify RDA principles and instructions used in cataloging DVD-video and Blu- ray Disc formats

Best Practices for Cataloging DVD-Video and Blu-ray Discs Using RDA and MARC21 Version 1.1

Purpose Best Practices for Cataloging DVD-video and Blu-ray Discs Using RDA and MARC21 builds upon the work of the 2008 Guide to Cataloging DVD and Blu-ray Discs Using AACR2r and MARC21, which in turn updated the 2002 Guide to Cataloging DVDs Using AACR2r Chapters 7 and 9 created by the DVD Cataloging Task Force of OLAC. The focus of this new document is to provide a set of “best practice” recommendations rather than a step-by-step instruction manual for cataloging DVD-video and Blu-ray Discs. One reason for this shift is that RDA cataloging practice is far from settled, particularly in regard to special format materials. Best practice recommendations will likely be easier to manage as RDA instructions evolve. This document is intended for use with Resource Description and Access (RDA) and the MARC21 Format for Bibliographic Data. It should not be considered a substitute for the RDA Toolkit. The best practice recommendations and cataloging examples presented in the document are intended only to clarify RDA principles and instructions used in cataloging DVD-video and Blu- ray Disc formats. The opening section provides a general overview of DVD and Blu-ray technology, disc characteristics, plus a comparison with compact disc (CD) technology. A brief introduction to RDA follows, to provide a basic frame of reference for the document. Since most libraries are still encoding data in MARC21, the main part of the document is generally arranged by RDA element in the order they are encountered in a MARC21 record. Each section includes examples that reflect the principles outlined in the document. Examples use ISBD as the presentation format. A table outlining recommended description and encoding of DVD-Video and Blu-ray Disc attributes is given in the appendix. A list of resources and a selection of full MARC21 record examples illustrating common situations encountered in DVD-Video and Blu-ray Disc cataloging completes the document

Human Trafficking in the United States. Part II. Survey of U.S. Government Web Resources for Publications and Data

This second part of a two-part series is a survey of U.S. government web resources on human trafficking in the United States, particularly of the online publications and data included on agencies’ websites. Overall, the goal is to provide an introduction, an overview, and a guide on this topic for library staff to use in their research and instruction services, as well as to benefit new researchers, students, government agencies, nongovernmental organizations (NGOs), social service providers, and others exploring this topic