Developing Awareness and Use of Library Resources in Undergraduate Sociology: A Sample Assignment Author(s): Deborah A. Abowitz Source: Teaching Sociology, Vol. 22, No. 1 (Jan., 1994), pp. 58-64 Published by: American Sociological Association Stable URL: http://www.jstor.org/stable/1318612 Accessed: 25/08/2008 15:11 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=asa. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission.
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DEVELOPINGAWARENESS ANDUSEOFLIBRARYRESOURCES IN UNDERGRADUATE SOCIOLOGY:A SAMPLEASSIGNMENT* DEBORAH A. ABOWITZ BucknellUniversity
Oneof theincreasinglycriticalskillsthatun- tem, or standardreferencematerials;these must masteris informationre- were the conventionalfocus of past library dergraduates electronicinformation re- trainingand workshopsfor studentsand for trieval,particularly trieval.As sociologists,we are very much mostcurrentfacultymembers.Morelibraries awarethatwe arenow livingandteachingin andscholarlysourcesnowareusingelectronic aninformation age,a periodin whichthesheer media(compactdisks,suchas CD-ROM)for volumeof knowledgeseemsto increaseexpo- information storage.Skillsin electronicinforarenewandconstantly mation retrieval This exevolvinformation 1986). nentially(Klapp plosion(Ferrante1992),however,is occurring ing. Theyareas necessary,to facultyandstuduringa timeof nationaldebateaboutthegoals dentsalike,as is a workingknowledgeof refcontent erencematerials,classificationsystems,and of highereducationandtheappropriate of generaleducationprograms(Gaff 1991), journalindexes. In thiscontext,sociologistscanreadilyinand duringa technologicalrevolution.This into undergraduate of voice, data, tegratelibraryinstruction revolutionin the management and imageinformationallows us to process, coursesto helpdevelopthe students'awaremoreeas- ness of and abilityto use the ever-growing moreinformation store,andtransmit ever before. more than and body of libraryresourcesand information. quickly ily Thesetrendshavea directimpacton both Teachinglibraryskillsis a legitimatepartof the contentand theprocessof undergraduateteachingsociology.It is a way to promote education.In regardto content,the ideaof a activelearningboththroughtheexperienceof or retrieval andthrough individual canonis beingreexaminedandin information traditional In these the is an institutions emgroup-based processes, processes. beingreplacedby many research sociologicalconphasison the teachingof activelearningas a studentsthemselves of a particular course Thissituationis dueinpart ceptswithinthestructure "core"curriculum. to the idea that those skills which will be (Drabek,Shaw,andCulkin1978;Glasberget neededto live and work effectivelyin the al. 1990;ParrotandOrmondroyd 1992).Moreof libraryskills can be twenty-firstcenturyshouldbe partof a pro- over,this integration Thecurriculum also placedin the broadersociologicalcontextof gramof generaleducation. more is affectedby the fact that age. It canenhancestudents' up-to-date the information of theglobalnatureof informainformation is morewidelyavailableto us, as understanding to sharewithourstudentsascourse tion todayand of the increasingnumberof instructors, content.Thelogicalcorollaryof thesechanges linksbetweendomainsof information. is thatstudentsalsoseekmoreinformation, and can and shouldbecome active and lifelong Tomeetthisgoaltheyneedapproprilearners. PLANNING LIBRARY WITH ateskills--skillsthatarepartof newprocesses ASSIGNMENTS: WORKING LIBRARIANS of information retrieval. These new skills, however,requiremore inteachinglibraryskillsto thana workingknowledgeof Libraryof Con- Myownexperience the within classifications, gress subject government undergraduates a courseincludessemiof Documents(SUDOC)sys- narsforfirst-yearstudents,introductory sociSuperintendent coursesin reology courses,andupper-level *This paper is based on a presentationto the 1992 searchmethods.Thisworkhasshown(asalso Central Pennsylvania Consortium FIPSE Workshop, et al. 1990andParrot "Building Library/ClassroomConnections,"held at Get- suggestedby Glasberg to tysburgCollege. The authorgratefully acknowledgesthe andOrmondroyd 1992)thatit is important help of the referencelibrariansat BucknellUniversityand workwiththereference or service/user public at the University of Hawaii-Hilo, April Komenaka and in developingandimplelibrarians Ellen Robertsat UHH, and the anonymous reviewersfor education this journal.All errorsremainthe author's. mentingcourseassignments.Suchcoordina58
Teaching Sociology, 1994, Vol. 22 (January:58-64)
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tion helps librariansto managetime andre- sizes--amongthestudents themselves-theimsourcesmoreefficientlywhenmanystudents portanceof activelearning.It enhancesthe leare simultaneouslyseeking the same help gitimacyof expectingstudentsto learnto find information forthemselves. Whenthesespecial and/ormaterials. linked lectures and are skills to with resource assignments Beyond simple management, course both the as from with librarians the of credit, librarians, professionworking inception the assignment,in framingthe questionsyou als, and this componentof learninggain the askandthe tasksyou assign,helpskeepyour credibility theyneedamongstudents. within resource conreasonable the goals straintsof yourinstitution. As a result,youwill notaskstudentsto findmaterialsthatareunTHEASSIGNMENT: DEVELOPING or limitedin quantity. MAKINGCHOICES available,unobtainable, Yet simplyworkingwith the librarystaff in formulatingthe libraryassignmentdoes not Onceyou havebegunto workwithlibrarians takefulladvantageof theirknowledgeand(in who specializein user education,you can mostcases)theirinterestin teachinginforma- develop specific assignmentsmore easily. tionretrievalskills.Havinghelpedyoudesign Whenorganizingtheirclass lecturesandmastill may terialsfor you, librariansask importantand thelibraryassignment,thelibrarians be left to teachinformation retrievalin cook- helpfulquestionsaboutyour goals and the bookfashion,overandoveragain,whilethey tasksyou wish the studentsto master.These "workthedesk"duringpublichours.Insucha questionsilluminatethe choicesthe instruccasetheyarenoteffectivelyteachingtheskills tormustmakein developinganactuallibrary thatstudentsneedin thelongrun. assignmentor exercise. Severalchoices are availablefor these Invitinga librarianto give yourclassspecial lectureson informationretrievaland li- types of assignments.Some libraryassignbenefits.It mentscanbe fulfilledby individuals;others, braryresourcesprovidesadditional becausewe arenotex- by groupsworkingtogetheras a teamcollectbenefitsthe instructor Somearehighlyfocusedand pertson thefull arrayof resources,materials, inginformation. andsystemsavailablein ourlibrariestoday.It specific withina particularacademicdisciare pline; others are more general"scavenger also benefitsthe students:whenlibrarians to systemati- hunts"(Glasberget al. 1990). Eachchoice invitedto workwithaninstructor cally integratebibliographicinstructionand carriesits own benefitsandcosts. The indiinformation retrievalskillsintoa course,they vidualinstructor mustweighthesewithinthe can teachstudentsmorethanhow to find a framework of a particular course(takinginto specificjournal,suchas theAmericanSocio- accountthe level of the courseandthe class logical Review,or an index, such as Social size) andtheinstitution. SciencesCitationIndex,or how to searchon Individuallybased libraryassignments CD-ROMWilsonIndexes.Theyalsocanteach mayintimidate butgroup-based students, proabout the content, nature,and connections jectsoftenaresubjecttothefree-rider problem. re- Pedagogicalstrategiescanbe devisedto overamongandbetweendifferentinformation sources.Theycanhelppreparea specialhand- come the majorobstaclesin both cases. To outon librarymaterialsfor yourclass,itselfa reducethe levels of anxietyandfearamong very usefulresource.You and yourstudents studentsworkingonindividual projects,I have can referto this handoutduringthe semester foundthatholdingoffice hoursin a readily whileworkingon the libraryassignment,and accessiblelocationinthelibrary,oftennearthe canuse it againin latercourseswhenresearch referencematerials, is effectiveduringthetwo questionsarise.Being askedto preparesuch or threeweeksprecedingtheduedatefor the lecturesandhandoutsalso assignment. specialdisciplinary Studentshavebroughtin specific benefits the librarians:it gives them an incen- sourcesandhaveaskedme to workwiththem tive to continuallyhone theirown information on specificproblemsas they arise.They are retrievalskills and increase their disciplinary less likely to be overwhelmedand become knowledge. paralyzedat any one step in the process.In One reasonwhy it is importantto teach addition,thisprocessof workingwithstudents relaenhancesstudent-faculty libraryskills and informationretrievalin the in their"quest" contextof a courseis thatthisinstructionempha- tions.Toreducetheproblemof socialloafing,
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TEACHING SOCIOLOGY
or freeriders,whichoftenarisesin groupcol- theselectures becausethereis alwayssomenew ormediumto learnabout. laboration, you canbasepartof eachindivid- resource, technique, In additionto spellingout the formatreual'sgradefor a groupprojecton the group's evaluationof thatindividual's contribution. quirements forthepaper,outlinefor students If youwantstudentsin a sociologycourse thestep-by-step processthattheyaretofollow. to becomeespeciallyfamiliarwithsociologi- By doingso, youbreakdowntheexerciseinto cal resources,considera more sharplyfo- manageablestages.Use inventionquestions cused assignmentdesignedto use particular (Bruffee 1985) in the assignmentoutline. informationsources,suchas SocialSciences Theseareshort,specific,highlyfocusedquesIndexor SociologicalAbstracts.If you want tionsrelatedto thebroadgeneraltopic,suchas to makestudentsawareof the moregeneral "Whatis it?"in relationto theirspecificconresourcesin thelibraryandtherangeof skills cept.Suchquestionshelpthestudentsconsider neededin the age of electronicinformation wheretobeginwriting.Theyalsohelpstudents retrieval,the scavengerhunt may be more thinkaboutall thedifferentissuestheyneedto usefulpedagogically. consideranddiscussin thepaperitself. The followingsamplelibraryassignment At each step of the researchand writing wasgivenin anintroductory sociologycourse, process,providestudentswith feedbackso whichis takenmostlybyfirst-andsecond-year theywillfindoutearlywhethertheyareon the students.It is designedto be completedby right trackor whetherthey need to redo a andis highlyfocused.AppendixA portionof theexercise.Thismayseemtobean individuals, is a copyof theassignment, asgiventostudents additional burdenon theinstructor, butit need in class.AppendixB containsa sampleof the notbe so.Thefeedbackbetweenstagescanbe materialslisted in the handoutpreparedfor oral-a five-minute ora chatafter appointment studentsforusewiththisassignment. class. Moreover,the timeinvestedby the instructorin theseearlystages(thefrontend of theassignment) reducesthetimethatmustbe on the back endin "correcting" thefinal spent A SAMPLEASSIGNMENT FOR Mostof the finalpaperssubmittedat papers. INTRODUCTORY SOCIOLOGY the end of an assignmentlike this,in which studentsneedhelpor approvalto movefrom Oneof the mostimportant aspectsof thisas- one stageto the next,are verygood in both signmentis thatit is containedona singlepage. contentandform.As a result,the papersare Studentseasilybecomeanxiousaboutaproject relativelyeasyto gradeanda pleasureto read. Ashows,thisassignment AsAppendix also like this; the visual impactof a single page reducessome of this anxiety.Afterall, if it's requiresstudentsto submita photocopyof the journalarticletheyhavechosentoreadontheir onlyonepage,howdifficultcanit be? Itis important to scheduleaheadof timethe assignmentsubject(theirspecificconcept).I for two reasons.First,it librarylecture(s)thatare to be given by the set this requirement librarian so thatthesedatesappear ontheassign- keepsstudentshonest.Youcan readexactly mentand on the syllabus.The earlierin the whatthey havereadandthencan determine semesteryoucanmovestudentsintothelibrary whethertheirsummaryof the articleis exandexposethemto thevariousmeansof infor- pressedin theirownwordsoris merelya copy mationretrieval,the better.If moretimeis al- of thepublishedabstract. Second,thisrequirewithsome lowedbetweenexposureto theassignment, the mentprovidesyou,asaninstructor, thelectures,andtheduedate new and (one hopes)interestingreadingon tripto thelibrary, for the paper,cushionsof timearecreatedin conceptsrelatedtoyourcourse.Itisarelatively whichstudentscan completeeachstepof the painlessway to expandyourownknowledge exercisewithoutfeelingpressuredor rushed. andinformation. Somewillusetheextratimewell,to morefully Inthisparticular eachindividassignment, sourcesand ual studentreceivesa "concept."This class exploreall possibleinformation media.Studentsalso mustknowthatattending usuallycontains40 to 50 students,enoughto the librarylecture(s)is not optional,but is a providea varietyof ideasandpossibleassignof thecourse.Be presentyourself menttopics.Thereasonfor givingeverysturequirement andtakeattendance toemphasize thispoint.You dent their"own"topic,eitherassignedranwillnotbe wastingyourowntimeby attending domlyorbasedon personalinterest,is to keep
61
USEOFLIBRARYRESOURCES theirenergiesfocusedon theirown research. They must learnthe processfor themselves ratherthanaskingsomeoneelse do theirwork for them.(This happensoftenwhenprojects areto be donein groupsor whenseveralstudentsarecoveringthesametopic.) Theconceptsusedfor thisassignmentare textbookused selectedfromthe introductory duringthesemester.I includesomeof thekey conceptshighlightedin discussionandreadalienation capitalism
assimilation (social) class
bureaucracy class consciousness
cultural crime innovation deviance deindustrialization diffusion fundamentalism discrimination ethnicity conformity
genderroles nationalism
homelessness
mechanization
patriarchy
political apathy racism
prejudice poverty rationalization religiosity secularization sexism social change social control urbanization stratification
revolution socialization solidarity wealth
ing.These,amongothers,havebeenusedover thepastfive years: Basingthe list of conceptson coursematerials suppliesyou with an immediateanswer whena studentsays, "Idon'tknowwhereto start!"or "I don't know what this means!" You simply respond,"Look it up in your textbook." Overthepastseveralyears,thisassignment relatedto hasundergone severalmodifications the issuesdiscussedabove.First,the students nowarerequiredto submita copyof boththeir on-lineliteraturesearchand the articlethey choseto read.I foundthatI hadto requirethe CD-ROMbibliographyto help studentssee whether(or where)their searcheswere too narrow,too wide, or in the wrongdatabase I beganto requirethatstudentssubaltogether. mitwiththeirfinalpaperthecopyof thearticle theyreadwhenit becameclearthattheywere it in "theirown words."This notsummarizing has saved me time in tracking requirement downincidentsof plagiarismandsimplemisof articlecontent. understandings Second,I began to requirethat students consultwithme betweenstagesof theassignment to help keep them from spendingtoo muchtimeoff track.Oncestudentscompleted andthenbuilttherestof Question1incorrectly
theassignmentaroundthat,I foundit hardto readandgradetheworkand/ordemanda revision.Now studentsdon'texpendunnecessary energyandtimegoingin thewrongdirection, andthe qualityof finalpapershas improved Veryfew studentsearnbelowa tremendously. C, andmostdo muchbetter. Thefinalsignificantchangein theassignmentwas the eliminationof a questionthat requiredstudents,on thebasisof theiroperationaldefinition,to gatherstatisticaldatafrom libraryreferencesourceswithwhichto measuretheirconceptattwopointsin timeorintwo differentcountries.Althoughthisstepis valuablein adaptingthisassignmentto a research methodscourse,it is toocomplexforintroductorystudents.Theylacktheempiricaltraining withwhichto weighdifferentdatasourcesand indicators effectively. Twofinalpointsaboutthisassignmentare worthmentioning. First,thepagelimiton the to is intended paper helptheinstructor keepthe workloadmanageable andto forcestudentsto focus theirwritingmoreclearly.Second,by the araskingstudentsnotonlyto summarize ticle theyreadon theirassignedconceptbut alsoto relateit to ideasor materialfromclass or fromothercoursematerials,I makethem thinkaboutintegratingknowledge.This is oftenthemostdifficultskilltoteachstudentsthatknowledgeacquiredin one modeor area is connectedwithandhasmeaningin another. This assignment,basedon a courseconcept, gives studentsa forumin whichto recognize andmakeexplicittheconnections betweenthe contentof materiallearnedin differentplaces andtheprocessesby whichinformation is retrievedor gathered. CONCLUSION Information retrieval skillsandlibraryinstrucinto the tion can be integrated meaningfully into curriculum, particularly sociology,froma student's firstsemester tothelast.Fromsemesterto semester,however,assignments mustbe modifiedtomeetstudents' needsandincreasing abilitiesmoreexactly.Assignments alsomustbe alteredinordertomakebetteruseof newinformationsourcesas theybecomeavailable andto teachthenewerelectronic retrieval information skillsthatareneededas resources changefrom Thehandout on library onemediumto another. resources alsorequires annualupdating as new
TEACHING SOCIOLOGY
62
materialsare acquiredand as information with the finaldraftof thepaper)!If you do not know sourcesshiftbaseswithinthelibrary's holdings. or are unsure of a propermethod of referencing, someworkis involvedin starting follow the systemused in your textbook! Certainly (1) Using the sociological or otherdisciplinary upclassprojectssuchas these.Insomewaysit knowthe dictionariesand/orencyclopedia(andthe textbook), is easiertosimplyassumethatstudents term write a complete definitionof your concept listed libraryand then to assigna traditional someleaves to below. Youmustuse at least one sourcebesides the This however, paper. approach, oneelsethetaskof teachingstudentsto usethe textbook.As partof yourconceptualdefinition,you retrievalskills-- must touchon each of the questionsbelow: libraryandlearninformation someonewhomayormaynotcoverthesocio- a) Whatis it? Is your concept a process, an ideollogicalknowledgeandskillsyouwantstudents ogy, a formof behavior,etc.? to acquirefor yourcourse.Manyadvantages b) What level of analysis is it? Is your concept resultfrominvestingsometimeandenergyin individual(micro)or group(macro)level? in- c) Whatareits dimensions?For example,the conthatintegrate developingclassassignments skillsintothesociologycurretrieval formation cept of democracyhas dimensionssuch as elecnotonlyenriculum.Thiskindof assignment toralequality,politicalcompetition,andminorgagesyourstudentsin anactivelearningprocity rights. ess;it alsoprovidesskillsforlifelonglearning. d) How can you measure it? For democracy,the interaction andimIt enhancesstudent-faculty percentageof the populationeligible to vote, or of receive as an the the numberof politicalpartiesregisteredin the you proves quality papers it stimulates sostudents' instructor. Moreover, last election,or thenumberof rightsguaranteed to minoritiesin the nationalconstitutionwould ciologicalimagination(Mills 1959) and promotes a much greatersociological underbe possible measuresor operationalizations. of thechangingnature standingandawareness (2) When you have completedyour conceptual in ourincreasingly information- definition,using only the Social Sciences Index on of information basedsociety. CD-Rom--do a literaturesearch to find a recent AppendixA. A SampleAssignment Class
Date
PAPER CLASSANDEXERCISE LIBRARY on in a classin theLibrary Youwilleachparticipate [fill in the date].ThisLibrarylecturewill It is partorientainstruction. focusonbibliographic to the tion to the Libraryand partintroduction varioussourcesof data,journalindices,andjournal materialsavailablein or throughthe University's have libraryforsociology.Thereferencelibrarians prepareda handoutthatwill be helpfulfor you to keepwhenworkingonyourexercisepaper.Youare will be all expectedto go to thisclass;attendance taken.Thisclassprovidesinformation youneedto be ableto successfullycompletethisassignment. Beforeyou sit downto write,you needto do someresearchandinvestigationin the Libraryon thesociologicalconceptlistedat thebottomof the page.Inapaperof no morethanthreepagesaddress thefollowingquestionsaboutyourconcept.Please have note,thispapermustbe typed,double-spaced, oneinchmarginsall around,haveproperreferences usedand andcitationsforallsourcesof information be stapledtogetherwith the articlementionedin questionthree(#3) below(whichmustbe turnedin
(publishedafter 1980 only) sociological articlein a professionalsociology journal(popularmagazines like TIMEand Newsweek don't count) that deals with your concept. You must print a copy of the bibliographyor list of articlesthatyou find on SSI. When you have this list of potential articles, you must come see me to select an appropriatereading. You must bring the printoutwith you! Make sure that your article comes from a professionaljournal-not a weekly or monthlynewslettertype publication. (3) Once we haveagreedon thereadingyou will do, photocopythis article,read it, and write a brief summaryin your own words of what the author(s) key point is and what s/he (they) learned.Explain how the work in this articleis relatedto our course - eitherhow it fits in with whatis discussedin class or with materialfrom one of the texts we use. Your copy of this articlemustbe turnedin stapledto your final paper.You will receive a failing grade (an F) on thispaperif it is not turnedin with thepaper.This [fill in date and time]. paperis due If you are not sure how to cite some of your sources (includingthe article,disciplinarydictionariesor encyclopedia),see me. Good luck andhave fun! YourConceptis: [fill in the blankfor each student]
63
USE OF LIBRARY RESOURCES APPENDIXB: SELECTEDSOURCES FOR A GUIDE TO INFORMATIONON
SOCIOLOGY
DICTIONARIES ANDENCYCLOPEDIAS Abercrombie,Nicholas, et al. 1984. The Penguin Dictionary of Sociology. New York:Penguin Books. Boudon,Raymond. 1989. A Critical Dictionary of Sociology. Chicago:University of Chicago Press. Filler, Louis. 1982. A Dictionary of American Social Change. Malabar,FL: Krieger. Frank, Arthur W., ed. The Encyclopedic Dictionary of Sociology. 1986. Guilford,CT: Dushkin. Kuper, Adam and Jessica Kuper, eds. 1989. The Social Science Encyclopedia. New York:Routledge. InternationalEncyclopediaof the Social Sciences. 196879. New York:Free Press. Mitchell,G. Duncan. 1979.A New Dictionary of the Social Sciences. New York:Aldine. Theodorson,George A. and G. Archilles. 1969. A Modern Dictionary of Sociology. New York:Crowell.
PUBLICOPINIONPOLLS Converse,PhilipE., et al. 1980.AmericanSocialAttitudes Data Sourcebook,1947-1978. Cambridge,MA: HarvardUniversityPress. Gallup,GeorgeH. 1978. TheGallupPoll: Public Catalog, 1972-1977. 2 vols. 1990. Wilmington,DE: Scholarly Resources. Gallup,GeorgeH. 1972. TheGallupPoll: Public Opinion, 1935-1971 (Vol. 1); 1949-1958 (Vol.2); 1959-1971 (Vol.3). New York:RandomHouse. The GallupReport. 1985- . Princeton:GallupPoll. Gilbert,DennisA. 1988.CompendiumofAmericanPublic Opinion.New York:Facts on File. Hastings,ElizabethH. andPhilipK. Hastings.1979-1987. Index to InternationalPublic Opinion.Westport,CT:
Greenwood.
Niemi, Richard C. 1989. Trends in Public Opinion: A Compendiumof SurveyData. New York:Greenwood. Russell, Charles H. 1989. The General Social Survey, 1972-1986: The State of the AmericanPeople. New York:Springer-Verlag. Religion in America:Approachingthe Year2000. 1990. Princeton:PrincetonResearchCenter.
ABSTRACTS AND STATISTICAL
INDEXES ANDABSTRACTS Social Sciences Citation Index. 1956- . Philadelphia:Institutefor Scientific Information. Social Sciences Index. 1974- . New York:Wilson. Sociofile. 1974- . (CD-ROM version of Sociological Abstracts). PeriodicalAbstractsOndisc. 1986- . U.M.I. (CD-ROM). NewspaperAbstractsOndisc. 1985- . U.M.I. (CD-ROM).
INDEXESAND STATISTICAL ABSTRACTS AmericanStatisticsIndex: A ComprehensiveGuide to the StatisticalPublicationsof the U.S. Government.1972- . Washington,DC : CongressionalInformationService. GPO on SilverPlatter. 1976-. Indexto InternationalStatistics. 1983- .Washington,DC: CongressionalInformationService. Manheim,JarolB. andAllison Ondraski.1986- .Datamap 1989: Index of Published Tables of Statistical Data. Phoenix: Oryx. Monthly Catalog of United States GovernmentPublications. 1895- . Washington, DC: U.S. Government PrintingOffice. O'Brien, Jacqueline W. and Steven R. Wasserman,eds. 1991. Statistics Sources: A Subject Guide to Data on Industrial, Business, Social, Educational, Financial, and Other Topics,for the United States and Internationally. 12thed. Detroit:Gale ResearchCompany. TheStatisticalMasterfile.Washington,DC:Congressional InformationService. (CD-ROM) [includes American StatisticsIndex, StatisticalReferenceIndex, and Index to InternationalStatistics]. Statistical Reference Index. 1980- . Washington,DC: CongressionalInformationService. Sourcebookof CriminalJustice Statistics. 1973- . Washington, DC: U.S. Departmentof Justice, Bureau of JusticeStatistics.
COMPILATIONS Demographic Yearbook.1948- . New York:UnitedNations. Garwood,AlfredN., ed. 1990.BlackAmericans:A Statistical Sourcebook.Boulder,CO: Numbers& Concepts. Guide to U.S. Elections. 1985. 2nd ed. Washington,DC: CongressionalQuarterly. Prondzynski, Isabelle von. 1989. Women in Statistics. Brussels,Belgium:Commissionof theEuropeanCommunities. Schick, Frank L. 1986. Statistical Handbook on Aging Americans.Phoenix:Oryx. Stanley, Harold W. and Richard G. Niemi. 1988. Vital StatisticsonAmericanPolitics. Washington,DC: CongressionalQuarterlyPress. StatisticalYearbook.1948- . New York:United Nations. Taeuber, Cynthia, ed. 1991. Statistical Handbook of Womenin America.Phoenix:Oryx. U.S. Departmentof Commerce.1976.Historical Statistics of the United States: Colonial Timesto 1970. 2 vols. Washington,DC: U.S. GovernmentPrintingOffice. U.S. Departmentof Commerce. 1988. State and Metropolitan Area Data Book, 1988. Washington,DC: U.S. GovernmentPrintingOffice. U.S. Departmentof Commerce. 1850- . Statistical Abstract of the UnitedStates.Washington,DC: U.S. GovernmentPrintingOffice. U.S. Department of Health,Education,andWelfare.1976- . Digest of EducationStatistics.Washington,DC: U.S. PrintingOffice. Governmment U.S. Departmentof HealthandHumanResources.1939-. Vital Statistics of the United States. Washington,DC: U.S. GovernmentPrintingOffice. U.S. Departmentof Justice. 1973-. Sourcebookof Criminal Justice Statistics. Washington,DC: U.S. Department of Justice. U.S. Departmentof Justice. 1930-. UniformCrime Reports for the United States. Washington,DC: U.S. GovernmentPrintingOffice.
64 U.S. Departmentof Labor. 1989. Handbook of Labor Statistics. Washington,DC: U.S. GovernmentPrinting Office.
TEACHING SOCIOLOGY
ger Hunt:TeachingLibrarySkills in IntroductorySociology Courses." TeachingSociology 18:231-34. Klapp,Orin. 1986. Overloadand Boredom:Essays on the Qualityof Life in the InformationSociety. New York: Greenwood. Mills, C. Wright. 1959. The Sociological Imagination. REFERENCES New York:OxfordUniversityPress. Parrot, Andrea and Joan Ormondroyd. 1992. "Can a Bruffee, Kenneth A. 1985. A Short Course in Writing: WomanReally be Pregnantfor Twelve Years?Or Is Practical Rhetoricfor TeachingCompositionthrough Scholarly LearningPossible from Reading the TabCollaborativeLearning.3rded. New York:HarperColloids?"TeachingSociology 20:158-64. lins. Drabek,Thomas E., WardShaw, and PatriciaB. Culkin. 1978. "The Query Analysis System: A New Tool for Increasingthe Effectiveness of LibraryUtilizationby DeborahA.Abowitz is anAssociateProfessorof SociolSociology Students."TeachingSociology 6:47-68. ogy andtheAssociateDeanof Facultyinthe Collegeof Arts Ferrante,Joan. 1992. Sociology : A Global Perspective. and Sciences at BucknellUniversity.Her researchfocuses Belmont,CA: Wadsworth. on issuesof genderandsocialcontextin theareaof political Gaff, JerryG. 1991.New Lifefor the College Curriculum: sociology. She has recentlybegun teachingand doing reAssessing Achievementsand Furthering Progress in searchon the sociologyof genocide.She is pastrecipientof the Reform of General Education. San Francisco: awardsfor bothoutstandingteachingandstudentadvising. to DeborahA. Abowitz,AssociAddressall correspondence Jossey-Bass. Glasberg,Davita Silfen, Roland Hawkes, Judy Harwood, ateDean,CollegeofArts andSciences,BucknellUniversity, and CatherineMartinsek.1990. "TheLibraryScavenLewisburg,PA 17837(e-mail:
[email protected]).
