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In 2019, the University of Houston Libraries formed a Theses and Dissertations Digitization Task Force charged with digitizing and making more widely accessible the University's collection of over 19,800 legacy theses and dissertations. Supported by funding from the John P. McGovern Foundation, this initiative has proven complex and multifaceted, and one that has engaged the task force in a broad range of activities, from purchasing digitization equipment and software to designing a phased, multiyear plan to execute its charge. This plan is structured around digitization preparation (phase one), development of procedures and workflows (phase two), and promotion and communication to the project's targeted audiences (phase three). The plan contains step-by-step actions to conduct an environmental scan, inventory the theses and dissertations collections, purchase equipment, craft policies, establish procedures and workflows, and develop digital preservation and communication strategies, allowing the task force to achieve effective planning, workflow automation, progress tracking, and procedures documentation. The innovative and creative approaches undertaken by the Theses and Dissertations Digitization Task Force demonstrated collective intelligence resulting in scaled access and dissemination of the University's research and scholarship that helps to enhance the University's impact and reputation., INTRODUCTION To answer the call of implementing University of Houston (UH) Libraries strategic plan to position the Libraries as a campus leader in research and transform library space to reflect [...]

During the late 18th and 19th centuries, a body of United States law developed which not only treated Native Americans differently than U.S. citizens, but also differentiated them from all other aliens. After Congress’ 1891 creation of what is now the U.S. Immigration and Naturalization Service (INS), the new agency faced questions of policy and procedure regarding the unique immigration and nationality status of North American Indians. Not until 1950 were all questions of the Indians’ status resolved in a manner that preserved their singular rights under American immigration law.The exceptional immigration status of North American Indians rests, obviously, on their being the only peoples of the world who did not immigrate to North America after Europeans laid claim to the continent. The difference of American Indians in this regard was recognized by the Jay Treaty, negotiated between the United States and Great Britain and signed November 19,1794. Article III of the agreement guaranteed the right of British subjects, American citizens, and “also the Indians dwelling on either side of the said boundary line” to freely cross and recross the U.S.-Canadian Border. While the right of British (Canadian) and American citizens to freely pass the border was annihilated by the War of 1812, the right of American Indians to do so under the Jay Treaty was not. Thus since 1794, for immigration purposes, Native Americans have not had to recognize the political line separating the United States and Canada.

A joint project carried out by Leeds University and Loughborough University, funded by JISC, studied the information literacy of non academic staff in higher education. The in-depth, qualitative study deployed an information audit, interviews and focus groups with eleven staff in the Finance and Research Departments at Loughborough University. The information literacy needs of staff were compared with the JISC i-skills model. The hierarchical and collaborative nature of the workplace meant that people's experience of information literacy in the workplace was more fragmented than in the academic context. Common labels could be used to describe information literacy in the different contexts but more emphasis was placed on data, internal information and information from other people in the workplace. Time had an impact on information literacy. Social networking skills were recognised as key information literacy skills. The need for staff to know how to organise information and develop information policies was identified. (Contains 1 figure and 1 footnote.) [This project was funded by the Joint Information Systems Committee (JISC).]

This paper describes an exploratory, qualitative study of the motivational issues associated with project work--a method intended to help encourage independent learning skills. The population studied were United Kingdom secondary school students who attended a state-funded comprehensive school in Derbyshire. The study chose to explore why students, generally, did not engage in the project process and to determine those factors that either motivated or demotivated them during this process. Questionnaires were completed by 26 Year 7 (11-12 year old) students and 10 Year 13 (17-18 year old) students. Interviews were conducted with six Year 7s and 10 Year 13 students. In addition six Year 7 students were involved in a focus group and nine Year 13 students in a separate focus group. Different methods, as well as previous research, enabled triangulation of the data and indicated the validity of the findings. Aspects of the students' experience when undertaking a piece of research were found to be demotivating. In general students did not have a clear understanding of the different elements of information literacy. The majority considered that their information skills were not well developed and they were not confident of completing the research process successfully. Specific factors that had significant impact on the students' motivation included choice of topic, the amount of group work, the level of support and feedback during the process and the study environment. It was also found, in this case study, that educators did not utilize Library and Information Science (LIS) information literacy/information behaviour models or knowledge to teach and support project work. Nor was there any recognition of the attitudes and skills or motivational issues associated with the stages of the project process. This was in contrast to the teaching in school of data analysis and handling, using information and communication technology (ICT), during subject-based project work where there seems to be a more cohesive approach. Based on these findings recommendations for improving the project process and the learning experience are given. (Contains 2 figures.)

Today, school reform efforts that called for the expansion of school choice options for American families and their children are based upon the theory that the ability to select among educational alternatives was connected to rights and privileges guaranteed in the U.S. Constitution. As a part of a national movement toward increased school accountability, President George W. Bush signed federal legislation on January 14, 2002. Over 50 years ago, the Supreme Court in "Brown v. Board of Education of Topeka Kansas" (1954) decided the right of African American parents to choose the location of their child's education as well as the quality of the educational experience. Today, 50 years after this landmark decision, it appears that questions of school choice and the opportunity for equality of education are in conflict. In this article, the authors examine the ultimate dilemma of school reform efforts and discuss the impact of the "Brown" decision on the parent-student choice among schools.

Measures of emotional intelligence, vocational exploration, and career decision-making self-efficacy (CDMSE) were completed by 288 college students. Emotional intelligence was positively related to CDMSE. Utilization of feelings and self-control factors were inversely related to vocational exploration and commitment. Gender was not a moderator of the relationship between emotional intelligence and career variables. (Contains 33 references.) (SK)

Presented is an activity that may be used to help students clarify the basics of graphing while allowing individuals to collect data and perform a simple experiment. A timetable, rules for graphing, materials, procedures, and suggestions for extension activities are provided. (CW)