Library Trends

Publisher: University of Illinois (Urbana-Champaign campus). Library School; University of Illinois (Urbana-Champaign campus). Graduate School of Library Science; University of Illinois at Urbana-Champaign. Graduate School of Library Science; University of Illinois at Urbana-Champaign. Graduate School of Library and Information Science, Johns Hopkins University Press

Description

  • Impact factor
    0.39
  • 5-year impact
    0.57
  • Cited half-life
    9.20
  • Immediacy index
    0.07
  • Eigenfactor
    0.00
  • Article influence
    0.18
  • Other titles
    Library trends (Online), Library trends
  • ISSN
    1559-0682
  • OCLC
    60615603
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Johns Hopkins University Press

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • On author or departmental server
    • On institutional server (non-commercial, must not directly compete with either the Johns Hopkins University Press or Project Muse, must request prior permission from the publisher)
    • Publisher copyright and source must be acknowledged
    • In Open Access Archives, such as PubMedCentral if required by law
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The combinatorial thinking of the chemist and Nobel laureate Wilhelm Ostwald grew out of his activities in chemistry and was further developed in his philosophy of nature. Ostwald used combinatorics as an analogous, creative, and interdisciplinary way of thinking in areas like knowledge organization and in his theory of colors and forms. His work marginally influenced art movements like the German Werkbund, the Dutch De Stijl, and the Bauhaus. Ostwald's activities and his use of spatial analogies such as bridge, net, or pyramid can be viewed as support for a relation between information—or "in-formation," or Bildung (education, formation)—and form.
    Library Trends 01/2012; 61(2):286-303.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Evolution has remained a controversial topic for children in the United States since the 1925 Scopes Trial brought the issue to the national stage. Children’s science trade books in public library children’s collections were important sources of information about evolution. This analysis draws on the Main Street Public Library (MSPL) database of the collections of five small Midwest public libraries from the 1890s to the 1960s. Using this and other historical sources, this article explores and analyzes trade books about evolution that were published and recommended to young people from 1863 to 1956. Knowing which books were recommended for libraries, which were collected by Main Street libraries, and how often evolution appeared in these books provides a lens for understanding how this literature characterized evolution for young readers over time.
    Library Trends 01/2012; 60(4):655-674.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article examines the contentious relationship between the first few generations of librarians and series fiction for girls. Librarians and library boards had mixed responses to twentieth-century series books; they favored earlier postbellum series that taught girls traditional religious behavior and caretaking, by authors such as Louisa May Alcott and Martha Finley. While such series could certainly offer empowering kinds of agency, they left out a great many options that were opening up to women, including higher education, new professions, and individualized consumption. Keeping more contemporary series off library shelves also meant that librarians were boycotting most of the work of publishing syndicates, particularly the work of Edward Stratemeyer. Syndicate volumes were often viewed as immoral and dangerously influential by the newly professionalized arbiters of reading.
    Library Trends 01/2012; 60(4):765-785.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Beginning with an overview of the debate over American women writers and the academic canon, this essay inventories four clusters of American women writers—domestic novelists, regionalists, modernists, and writers of diverse ethnicities—within a representative sampling of small-town public libraries across the Midwest from the late nineteenth to the mid-twentieth century. The survey reveals some surprising disjunctures that run counter to trends in the academy. It also highlights the role publishers and bibliographers have played in establishing favored texts for a general readership and demonstrates that publishers of literary classics and bibliographies geared toward librarians have not always promoted the same texts as their academic counterparts. On the whole, it concludes, women writers fared quite well in the hands of publishers and public libraries promoting “the classics” at the same time that they suffered at the hands of major textbook publishers and scholarly editors intent on defining “the canon.”
    Library Trends 01/2012; 60(4):706-728.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Information Literacy Initiative (ILI) at the University of Washington Information School provides services to populations outside of traditional academic environments that are in need of either information literacy training for the first time or a refresher course on new concepts and technologies. They are adult learners in need of just-in-time education and not credits or a degree. The ILI uses both classes and videos to teach information literacy. The populations receiving training are able to learn information literacy skills that are both practical and useful, which gives them the ability to find quality information for their business, professional, health, and daily needs. Participants include owners of small- to medium-sized businesses, adults over the age of fifty, and women without homes who are experiencing extreme poverty. While steps have been taken to determine the effectiveness of these programs, there is still more to be done to find appropriate assessments for these particular demographics. Initial results are promising in the effectiveness and need for quality just-in-time education for the non-scholar scholar.
    Library Trends 01/2012; 60(3):588-610.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article details what one high school senior from each of the five Main Street public library communities (Sauk Centre, Minnesota; Osage, Iowa; Rhinelander, Wisconsin; Morris, Illinois; and Lexington, Michigan) would find in collections in 1945 related to particular geographies. The global milieu of the New York World’s Fair 1939–40 frames the historical events that stimulated each of the student’s topics. To determine what each public library’s collection held about the world, the Dewey Decimal Classification (DDC) section of geography and travel (classification number 910) was used. Cross-referencing each library’s accession records for books added prior to 1945 against books recommended for all public libraries in the geography and travel (910) sections of standard professional guides like the ALA catalogs , the H. W. Wilson Company’s Standard Catalog for Public Libraries, and other ALA publications like the Guide to Reference Books shows what students using these five libraries would have found. The recommended titles from the professional guides and those accessioned in the libraries indicate a distinct bias toward books concerning North America and Western Europe.
    Library Trends 01/2012; 60(4):729-748.
  • Source
    Library Trends 01/2012; 61(1):173-185.
  • [Show abstract] [Hide abstract]
    ABSTRACT: As access to networked digital communities increases, a growing number of teens participate in digital communities by creating and sharing a variety of content. The affordances of social media—ease of use, ubiquitous access, and communal nature—have made creating and sharing content an appealing process for teens. Teens primarily learn the practices of encountering and using information through social interaction and participation within digital communities. This article adopts the position that information literacy is the experience of using information to learn. It reports on an investigation into teens’ experiences in the United States, as they use information to learn how to create content and participate within the context of social media. Teens that participate in sharing art on sites such as DeviantArt, website creation, blogging, and/or posing edited videos via YouTube and Vimeo, were interviewed. The interviews explored teens’ information experiences within particular social and digital contexts. Teens discussed the information they used, how information was gathered and accessed, and explored the process of using that information to participate in the communities.
    Library Trends 01/2012; 60(3):569-587.
  • Source
    Library Trends 01/2012; 61(1):186-207.
  • Source
    Library Trends 01/2012; 61(1):248-258.
  • Source
    Library Trends 01/2012; 61(1):49-82.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Knowledge about health and medicine expanded dramatically in the first half of the twentieth century. This expansion raised an important question for women, especially mothers, who are traditionally responsible for the health of their families: where could they learn the most up-to-date information? One possible significant venue was the public library. This close study of five public libraries analyzes the diverse sources of scientific and medical information available in Midwest rural libraries. It documents the critical role that individual librarians played in bringing new sources to their patrons, and discloses that such collections reinforced contemporary medical orthodoxy.
    Library Trends 01/2012; 60(4):694-705.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This essay examines the collections of five rural midwestern public libraries to assess the presence of books with gay and lesbian content in the pre-Stonewall era. It considers how reviewers writing for standard library review sources (A.L.A. Catalog, Booklist, and H. W. Wilson’s Fiction Catalog) described these works. Throughout the first six decades of the twentieth century, most gay and lesbian titles remained as closeted in the review sources as did the readers who sought them. Professional training contributed to a librarian’s willingness to consider the purchase of such titles, but larger cultural factors shaped the context in which librarians and reviewers worked. While there may have been some intentional efforts to prevent such works from being reviewed, other factors kept books from the shelves, including the privately printed nature of some works, a library’s practice of purchasing hardcover rather than paperback books, and the invisibility of gay and lesbian content to heterosexual reviewers. Thus, only the most sensational titles or the most innocuous works tended to find their way to the library’s shelves.
    Library Trends 01/2012; 60(4):749-764.
  • Source
    Library Trends 01/2012; 61(1):234-247.
  • Source
    Library Trends 01/2012; 60(4):787-822.

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