All posts by jdobbs

TLS Tips: Resource Spotlight – Women’s Magazine Archive

Hayley Morgenstern, Ask a Librarian Intern, with our next Resource Spotlight…

Women’s Magazine Archive

Proquest

 

womens_magazine_archive

 

Features Full-Text Publications of magazines useful for students in

WGS, Sociology and Psychology, History, Communications, and Advertising/Marketing interested in social and cultural constructions of gender.

Coverage Period (varies per publication): (1880s-2005)

Publications: Better Home and Gardens (1925-1961), Chatelaine (1940-2005), Good Housekeeping (1886-1972) Ladies’ Home Journal (1887- 1954), Parents (1949-1972), Redbook (1903-2002

-Includes Advertisements, and non-article content. Detailed Indexing makes this content easily accessible
Topics Include:
• Consumer Culture
• Economies/Marketing
• Family Life
• Fashion
• Gender Studies
• Health and Fitness
• Home and Interior Design
• Popular Culture
• Social History

Access Women’s Magazine Archive Here:

http://ezproxy.lib.utexas.edu/login?url=http://search.proquest.com/wma?accountid=7118

* Image Found in One-Step Search of ‘Lysol and Feminine Hygiene’

Hayley Morgenstern
hayley.morgenstern@austin.utexas.edu
Ask a Librarian Intern
University of Texas at Austin
MS, Information Studies, 2017
MA, Women and Gender Studies, 2017

social explorer logo

TLS Tips: Resource Spotlight – Social Explorer

 Social Explorer is a useful tool for helping answer questions about U.S. demographics. It enables users to focus on a particular geographic area, such as a state, city, town or neighborhood. Users can also build tables to compare historical Census data.

The visualization tools help researchers create, customize and display their demographic projects and reports. Social Explorer would be an excellent resource for researchers in history, geography, public health, and the social sciences.

Building reports with Social Explorer Tables is a bit easier. The maps and other visualization tools are more complicated, so encourage researchers to use the Help pages and tutorials.

Users can browse 220 years of census data with tens of thousands of maps, hundreds of reports, over 400,000 variables and 40 billion data elements.

You can access current and historical demographic data, including US data:

  • S. Census data from 1790 to 2010
  • American Community Survey data from 2005 to 2014 (this is data is based on sampling, but contains more demographic and social data than Census)
  • FBI Uniform Crime Report data (2010 and 2012)
  • American election results (1912 to 2014)
  • Religious Congregations and Membership Study (1980 to 2010)
  • Vulcan Project carbon emissions data (2002)
  • County Health Rankings and Roadmaps Program data (2010 to 2016)

and International data: 

  • United Kingdom Census (2011)
  • Canadian Census (2011)
  • Eurostat (1990, 2000, 2010 to 2013)
  • World Development Indicators (2013)
  • Irish religion and population data (1911 to 2001)

You can also visualize data:

  • Create custom and user-friendly maps
  • Explore interactive maps with over 200 years of data
  • Compare maps using the Side-By-Side Maps Tool to display 2 maps at once
  • Create data reports with the Reporting Tools in Excel, CSV, and other file formats
  • Use the Swipe Map Tool to visualize differences between variable and time periods
  • Use the Storyboard Tool to create multi-map presentations
  • Save, share and manage your projects using your My Explorer account

Social Explorer can be accessed by searching in the Database tab in scoUT. Users will also need to create a personal account in order to use the PRO edition of Social Explorer remotely, and to save, share and collaborate on projects.

http://guides.lib.utexas.edu/db/582

Laura Gienger
(pronouns she/her/hers)
Ask a Librarian Intern, Perry-Castañeda Library
MSIS Candidate, School of Information Spring 2017
The University of Texas at Austin

 

Discussion: One-Shot Library Instruction, does it work?

RIOT began with a round-robin. Roxanne shared a recent “crashing failure.” She worked with a nutrition professor to assign pre-readings on how to write scientific articles. Not many of the students did the reading. The professor did not attend the session and was not there to scold them. Roxanne dealt with this problem by summarizing the readings for the students, proving that she was flexible and able to think on her feet.
Michele shared the Meghan had assigned some preliminary readings and tutorials before some of her classes and it worked. There was probably some kind of accountability, or perhaps the students had to submit something beforehand.
Janelle shared her experience. She assigned something that the students had to complete before the session. She said it was a success.
Cindy shared her strategy of a two-shot instruction session: She assigns something to be submitted and works with the professor to make sure there is a participation grade in Canvass.
Martha then summarized why she thought the article was interesting:
• It was realistic: one-shot 50 min session
• She liked that they used a Google search to evaluate comprehension of concepts
• She liked the blind methodology of not telling students what they were really studying
• Overall, it was a simple approach was refreshing

Martha was also heartened because the study showed that one-shot actually do work.

Other points of interest:
• Background literature: internet is easier to use than library resources; students will sacrifice quality for ease-of-use
• Students with low info-literacy skills are less-likely to know that they need training. “They don’t know that they don’t know”
• Sex/gender or other variables didn’t have a significant influence
• Students who had library sessions made better judgments about the authority of the resources and had better/more sophisticated justifications of their judgments
• Students demonstrated that they were transferring the skills and using these techniques in more personal, casual searches

Martha asked:
• How can we incorporate these findings in how we approach instruction?
• Are there any interesting concepts that are not being addressed?
• What did people think of the study’s methodology?

Kristen shared that there is often not enough time in these sessions to cover evaluating information.

Michele said that we know that one-shots are not enough, but that’s all we have.

Cindy questioned whether we could use these findings to demonstrate the need for more library instruction and the case for selecting relevant, non-library resources later in life

Martha stated that the study shows that library sessions are more than databases and tools: they are about critical thinking and information literacy.

Kristen stated that there is something to be said for teaching students that there is proprietary, subscription-based information.

AJ said that this is the other side of libraries promoting open-access, promoting that Libraries have access to proprietary information.

Cindy said she thought the Libraries should do more to promote the public library and access.

Janelle pointed out that it is often difficult to find academic research at the public library and that she recommends that graduates join professional associations to access those associations’ journals.

Roxanne uses a pre-class survey to determine students’ exposure to info-literacy and previous library instruction.

Many spoke of increased library usage and questions from students who had information literacy sessions. The study showed that students ask more, and more complex, questions after information literacy sessions.

The group discussed that students often do not know what kinds of questions to ask. We may need to provide examples. What can you Ask a Librarian?