Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use.
In most college and university libraries, materials published before 1800 have been moved into special collections, while the post-1923 books remain in general circulation. But books published between these dates are vulnerable to deaccessioning, as libraries increasingly reconfigure access to public-domain texts via digital repositories such as Google Books. Even libraries with strong commitments to their print collections are clearing out the duplicates, assuming that circulating copies of any given nineteenth-century edition are essentially identical to one another. When you look closely, however, you see that they are not. Many nineteenth-century books were donated by alumni or their families decades ago, and many of them bear traces left behind by the people who first owned and used them. In Book Traces, Andrew M. Stauffer adopts what he calls "guided serendipity" as a tactic in pursuit of two goals: first, to read nineteenth-century poetry through the clues and objects earlier readers left in their books and, second, to defend the value of keeping the physical volumes on the shelves. Finding in such books of poetry the inscriptions, annotations, and insertions made by their original owners, and using them as exemplary case studies, Stauffer shows how the physical, historical book enables a modern reader to encounter poetry through the eyes of someone for whom it was personal.
Raimund E. Goerler, acclaimed archivist and historian, has written the definitive guidebook to the history of The Ohio State University, one of the world's largest universities and a prominent land-grant institution. Using a topical strategy--ranging widely through critical events in OSU's history, vignettes of prominent alumni, and stories of well known campus buildings, historic sites, presidents, student life, traditions, and athletics--The Ohio State University: An Illustrated History is the first one-volume history of the University to appear in more than fifty years. Always entertaining and consistently informative, the book is lavishly illustrated with more than 300 rare photographs from the OSU Archives. The Ohio State University: An Illustrated History is a must-have for all who call themselves Buckeyes.
During the pre-Civil War period, Cincinnati was the fastest growing and, according to many contemporary observers, most interesting city in America. This classic study, completed in the early 1970s, focusses on the community in 1840 to explain its success but also to suggest some broader patterns in the city's development and American urbanization. Using local census records, city directories, Walter Stix Glazer describes the demographic, social, economic, and political structure of the adult white male population in 1840 and then develops a unified model of its social and functional organizations. This analysis (based on computerized records of thousands of Cincinnatians) also documents some broader trends between 1820 and 1860: the volatility of Cincinnati's labor force, the career patterns of its homeowners, and the leadership of a small group of successful citizens active in a broad range of voluntary associations. This statistical analysis is complemented with sections of traditional historical narrative and biographical profiles that illustrate the general themes of the book. Glazer argues that Cincinnati's success up to 1840 was due to a unified booster vision and a cohesive community elite that gradually broke down, as a result of ethnic and economic division, over the next twenty years. This story has broader implications in terms of the character of Jacksonian democracy and American urbanization.
More than simply a vital collection development tool, this book can help librarians help young adults grow into the kind of independent readers and thinkers who will flourish at college.
One of the glories of the Greco-Roman classics is the opportunity that they give us to consider a great culture in its entirety; but our ability to do that depends on our ability to work comfortably with very varied fields of scholarship. The Handbook for Classical Research offers guidance to students needing to learn more about the different fields and subfields of classical research, and its methods and resources. The book is divided into 7 parts: The Basics, Language, The Traditional Fields, The Physical Remains, The Written Word, The Classics and Related Disciplines, The Classics since Antiquity. Topics covered range from history and literature, lexicography and linguistics, epigraphy and palaeography, to archaeology and numismatics, and the study and reception of the classics. Guidance is given not only to read, for example, an archaeological or papyrological report, but also on how to find such sources when they are relevant to research. Concentrating on "how-to" topics, the Handbook for Classical Research is a much needed resource for both teachers and students.
At 5:30 p.m. on May 6, 1970, an embattled Ohio State University President Novice G. Fawcett took the unprecedented step of closing down the university. Despite the presence of more than 1,500 armed highway patrol officers, Ohio National Guardsmen, deputy sheriffs, and Columbus city police, university and state officials feared they could not maintain order in the face of growing student protests. Students, faculty, and staff were ordered to leave; administrative offices, classrooms, and laboratories were closed. The campus was sealed off. Never in the first one hundred years of the university's existence had such a drastic step been necessary. Just a year earlier the campus seemed immune to such disruptions. President Nixon considered it safe enough to plan an address at commencement. Yet a year later the campus erupted into a spasm of violent protest exceeding even that of traditional hot spots like Berkeley and Wisconsin. How could conditions have changed so dramatically in just a few short months? Using contemporary news stories, long overlooked archival materials, and first-person interviews, The Ohio State University in the Sixties explores how these tensions built up over years, why they converged when they did and how they forever changed the university.
