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Classified Information
the Lloyd Sealy Library Newsletter
The Gateway to the World of Criminal Justice and Related Information
Fall 2010
From the Desk of the Chief Librarian
Thomas Jefferson “read” law with Virginia signer of the Declaration of Independence, professor George Wythe. Jefferson did
not have a law degree. Aspiring lawyers in the early Republic read law books, cases, or took on a form of apprenticeship in an
attorney‟s office. The usual term of service was one year. After this exercise one could become an attorney. Abraham Lincoln
neither attended law school nor even had an apprenticeship. He was proud of his solitary law studies. He received a certificate
to practice under an Illinois law passed in 1833 that only required an applicant‟s “good moral character.”
Jefferson and Lincoln notwithstanding, many lawyers didn‟t appreciate the fact that just about anybody could become a law-
yer, so in the late nineteenth century they formed the American Bar Association to control admittance into their profession. By
and large the ABA was successful in requiring a law degree to practice law professionally. Today a few states still don‟t require
law degrees for admittance to the Bar, including the two largest, California and New York. Not everybody knows that New York
requires only one year of post-graduate law study combined with work in an attorney‟s office to qualify for the Bar. I am sure
that the ABA places anathema on these state “outliers” that still refuse conformity. To place the ABA‟s larger victory in practi-
cal terms, the latest available figures for 2008 show that private law schools charged an annual average tuition of $34,298.
Resident public law schools averaged out at $16,836. Such tuitions build big debt for students.
All of this is by way of highlighting one of Sealy Library‟s latest acquisitions: the broadside advertisement for a book published
in the 1880s that offers $1,000 worth of law for just $1.50! This curious piece certainly promises to cut down considerably the
cost of becoming a lawyer. The ABA, however, won out in most states on admittance to the Bar, and our students are stuck
with the tuition bills. On the other hand, if we didn‟t make the requirement more stringent and kept general legal apprentice-
ship and the ability to study on our own, think of how many more lawyers we would have today; and perhaps Dick the
Butcher‟s words to Jack Cade, “First thing we do, let‟s kill all the lawyers” in Shakespeare‟s Henry VI (Part 2) would take on
more gravity than levity.
This wonderful broadside is now on exhibit in the Library.
Larry Sullivan
Larry E. Sullivan presented the following papers: “„Censoring
Wotan‟ The Assault on Reading Nordic Literature in Ameri-
can Prisons” at the Reading and Writing in Prison Confer-
ence (Edinburgh Napier University, Edinburgh, Scotland,
June 4-5, 2010); “Taking Thor's Hammer” at the Society for
the History of Authorship, Reading and Publishing Annual
Conference ( Helsinki, Finland, August 18-20, 2010); and
“Why Retribution Matters: Progression not Regression” at
the American Society of Criminology Annual Conference (San
Francisco, CA, November 17-19, 2010).
Marta Bladek contributed to Marcel Cornis-Pope et al., “East
Central European Literature after 1989” in History of the
Literary Cultures of East-Central Europe: Junctures and Dis-
junctures in the 19th and 20th Centuries, vol. 4. 561-629.
She wrote entries on “Take Back the Night” and “Elizabeth
Kubler-Ross” for Facts on File Women in American History:
An Encyclopedia (forthcoming), as well as entries on
“Edward Abbey” and “Air Pollution Act of 1967” for the Ency-
clopedia of the U.S. Government and the Environment: His-
tory, Policy, and Politics (ABC CLIO, December 2010).
Kathleen Collins reviewed Television and American Culture
by Jason Mittell (Oxford U. Press, 2010), Television Truths by
John Hartley (Blackwell, 2008) and the six-volume Encyclo-
pedia of Journalism edited by Christopher Sterling (Sage,
2009) for recent issues of Journalism & Mass Communica-
tion Quarterly.
Faculty Publications & News
Prize for Watching What We Eat
Page 2
Scholarly activities of library faculty
Kathleen Collins wins the 2010 Northeast Popular
Culture/American Culture Association’s Peter C.
Rollins Award
Kathleen Collins's book, Watching what we eat: The evolu-
tion of television cooking shows (Continuum 2009) was
awarded the 2010 Peter C. Rollins award by the Northeast
Popular Culture/American Culture Association. Watching
what we eat was recognized as the best 2009 scholarly
monograph on an American popular culture topic written by
an author based in New England or New York.
An engaging and insightful overview of television cooking
shows since the late 1940s, Watching what we eat argues
that these programs have both reflected and contributed to
significant changes in American culture.
Globe cooking columnist).
A copy of Kathleen‟s book is, of course, available at the li-
brary (PN1992.8 .C67 C65 2009).
Marta Bladek
Maria Kiriakova‟s paper, “Teaching controlled vocabulary to
ESL students by looking into everyday life surroundings”
appeared in Gold, H.(Ed.), Teaching non-traditional learners:
tools for creative instruction (pp. 75-80). Pittsburgh, PA:
Library Instruction Publications, 2010.
Jeffrey Kroessler gave illustrated talks on the history of
sports in Greater New York from colonial times to the pre-
sent that were based on the research he did for his book
The Greater New York Sports Chronology (Columbia Univer-
sity Press 2010) at Queens Borough Public Library, Sunny-
side (June 17, 2010); New York Public Library, NYC
(September 27, 2010); Princeton Club, NYC (October 5,
2010); and Queens Historical Society, Flushing (November
14, 2010). He was also invited to participate in the Shrink-
ing Cities, Smaller Cities conference at Columbia University
(September 30-October 1, 2010).
Karen Okamoto co-authored the following article: Hosburgh,
N. & Okamoto, K. (2010, September). “Electronic document
delivery: A survey of the landscape and horizon.” Journal of
Interlibrary Loan, Document Delivery, and Electronic Re-
serves, 20(4). With Mark Polger she presented a paper on
“Marketing librarians: Analysis of roles and responsibilities
in Academic Libraries in the 21st Century” at the Canadian
Library Association Conference (Shaw Conference Centre,
Edmonton, Canada, June 2010).
Reviewers have noted the book‟s
“comprehensiveness of research…and
a sharpness of critical analy-
sis” (Gastronomica) and “quality writ-
ing” (Gremolata).
Kathleen was praised for “excelling at
insightful thumbnail sketches of food
stars” (Wall Street Journal) and “an
easy wit and a “me, too” voice that pulls
readers right in” (Adam Ried, Boston
Compiled by Marta Bladek
The Teaching Role of Librarians
Fall 2010 Page 3
What do our students think?
In 2009, Mark Aaron Polger (College of Staten Island) and I
administered a questionnaire to students at our respective
colleges. We asked students to respond to a set of questions
concerning the teaching role of librarians. The questionnaire
was administered after a library instruction class and during
the day at our college cafeterias.
Eighty percent of respondents who completed the question-
naire after a library instruction class stated that they con-
sider librarians to be teachers. Outside of the classroom,
however, this number dropped to 56%. A greater percentage
of freshman respondents (74%) considered librarians to be
teachers. This percentage dropped among other student
cohorts (sophomore - 59%; junior – 52%; senior – 47%).
We also invited comments from respondents. One student
remarked that librarians are teachers because “[they] not
only have to be knowledgeable about subjects, [they] have
to be able to explain and show students how to search and
understand library material.” Another student stated that
librarians are not teachers because “I see them as someone
to help me find books.”
Our exploratory study relates these responses to the litera-
ture on librarian professional identity and student perception
studies on library instruction and librarians. To read more
about our findings and analysis, please visit http://
tinyurl.com/librarians-as-teachers. Karen Okamoto
Highlighting John Jay Faculty Research Recent publications listed in the SCOPUS database
Even with limited listing from social sciences and humanities,
the number and disciplinary, as well as thematic, range of
John Jay faculty research are impressive.
In late October, the SCOPUS list featured John Jay faculty‟s
articles on prisoner reentry policy, serial homicide, intimate
partner violence, white students‟ racial friendship networks,
autobiographical memory, and bigamy in medieval Europe.
We are proud to note that two library science articles written
by our colleague Prof. Karen Okamoto were also on the list.
Prof. Okamoto describes her research in the article above.
Marta Bladek
The yellow New or Noteworthy box on the library homepage
features a link to Recent Faculty Publications. The list is
generated by the database SCOPUS, and it includes schol-
arly articles published within the last 30 days.
While SCOPUS covers the sciences extensively, its cover-
age of social sciences and humanities is limited. Conse-
quently, the list of John Jay faculty publications is definitely
not comprehensive.
Copyright @ CUNY
Page 4
There have been some interesting news items in the
copyright world in the past year, specifically with regard
to the use of video. The issues involved are likely rele-
vant to classroom teaching for a good number of faculty.
In early 2010 an educational-media trade group threat-
ened legal action against UCLA for streaming previously
purchased copyrighted video on password-protected
course websites. While the university asserts its use of
video was in compliance with Fair Use and the TEACH Act
(both sections of U.S. copyright law), the administration
temporarily suspended the posting of such material.
Though the instructional media lab extended its Spring
semester hours for students to be able to watch as-
signed videos at the campus facility, the change dis-
rupted the normal flow of teaching and students‟ ability
to complete assignments. In March, UCLA resumed their
normal practices, and they hope to settle the debate out
of court.
This past July, the U.S. Copyright Office – via the Librar-
ian of Congress – issued some rule changes that allow
university faculty and media/film studies students to use
film clips from DVDs in classroom teaching, conference
presentations and student video assignments without
the usual fear or anxiety of doing so illegally. This is
widely seen as a victory by librarians, academics and
others, since the Digital Millennium Copyright Act
(another section of U.S. copyright law, established in
1998) made it illegal to circumvent the anti-piracy fea-
tures found in most commercial software and DVD tech-
nology. While it is still technically challenging to extract
clips in many cases, some companies are making it eas-
ier, and professors and students can at least feel a
sense of relief that they have more flexibility to use previ-
ously prohibited material within the parameters of fair
use.
as a teaching
tool even when
the clip is taken out of its regular context, for example as
part of a video montage to illustrate an academic concept.
This privilege is also now extended to all professors, not just
media and film studies faculty as it was limited previously.
The other relates to the streaming of videos (in full or part)
via a course website. (Faculty can show lawfully made copies
of movies and videos in face-to-face teaching.)
Such issues are anything but black and white. While many
faculty and students would enjoy the convenience of stream-
ing video via course websites, it is not simply a matter of put-
ting the right technology in place. It involves understanding
and being willing to negotiate the blurry lines of copyright law.
It will be interesting to see what comes of the UCLA case as
its outcome could affect practices around the country. At
some point in the future, John Jay faculty may be able to
make use of the library‟s collection in a streaming capacity.
While the nationwide academic community awaits the devel-
opments in these cases and new rulings, our faculty have
some excellent options for using clips and full-length video in
online environments via some new electronic resources (see
“New Video Databases” by Nancy Egan on p. 5).
Kathleen Collins
Latest news in copyright and media
These events
represent two
different sce-
narios. One is
that restric-
tions have
been loosened
on the ability to
use film clips
My Word! Plagiarism and College Culture An anthropologist studies today’s students understanding of plagiarism
“Cheating culture” and “plagiarism epidemic,”
the anthropologist Susan D. Blum points out, are alarm-
ing phrases popular media use to signal the prevalence
of academic integrity infractions committed by college
students. Instead of joining the collective complaint,
Blum, a professor whose own students cheated on oc-
casion, set out to investigate how students‟ understand-
ing of plagiarism influences their academic practices.
From Feb. 2005 to March 2007, she conducted hun-
dreds of interviews and organized focus groups with
students. She found that plagiarism is not just a moral
issue. Blum argues that the ubiquity of electronic com-
munication, the Internet, as well as the kinds of infor-
mation sharing they engendered, all
have “changed how they [students]
think of texts.” This new kind of intertex-
tuality, coupled with the ever-growing
number of demands on students‟ time
and commitments, account for the high
incidence of plagiarism today.
There are no easy ways to address the problem. Educating
students about academic integrity, Blum writes, remains a
challenge and necessity.
A copy of My Word!: plagiarism and College Culture can be
found in the library (PN167 .B48 2009). Marta Bladek
New Video Databases
Fall 2010 Page 5
Incorporating multimedia into teaching
Ethnographic Video Online has more than 750 hours and
1,000 films covering every region of the world and features
the work of some of the most influential documentary film-
makers of the 20th century. The collection includes inter-
views, previously unreleased raw footage, field notes, study
guides, and classic films like The Ax Fight, Magical Death, A
Man Called Bee, and N!ai: the Story of a !Kung Woman.
settings, these are still grey, if not restrictive, areas of the
copyright law. In the meantime, three new databases of
video collections that the library has recently subscribed to
make it very easy to incorporate video clips or videos in their
entirety into class or instructor webpages, electronic reserve
collections or Blackboard accounts. The databases dis-
cussed below include the rights for all John Jay students and
faculty to use the videos on or off campus.
The academic community awaits for further clarification on
the laws restricting or allowing the use of clips of commer-
cially developed films in the classroom and on the stream-
ing of such films (in clips or in their entirety) in online envi-
ronments (see Kathleen Collins‟s article on the opposite
page). While many faculty feel that they should be able to
make videos available to students in their online courses
much the same as they do in their physical classroom
Counseling & Therapy in Video has over 400 hours and 330
videos of dramatized counseling sessions and consulta-
tions, as well as lectures, presentations, and demonstra-
tions. The database can be searched by therapy type, thera-
pist, or theme.
American History in Video has over 2,000 hours and 5,000
titles of commercial and governmental newsreels, archival
footage, public affairs footage, and commercial documenta-
ries from PBS and A&E. The collection covers all eras in
American history and there are many films on American cul-
tural components such as African American history (35th
reunion of the Black Panther Party, Nat Turner: A Trouble-
some Property, and Citizen King), American women‟s history
(Not for Ourselves Alone: The Story of Elizabeth Cady
Stanton and Susan B. Anthony and One Woman One Vote),
as well as American immigrant history (Destination Amer-
ica: The People and Cultures that Created a Nation and
Immigrants and the American Civil War). Also, look in this
database for films on American crime and justice like True
Story of Sacco and Vanzetti, Gary Gilmore: A Fight to Die, and Jonestown: the Life and Death of People’s Temple.
All the videos come with transcripts that run alongside the
videos and many of the films are broken into usable clips.
Coming soon, they will have “send-to-mobile” functionality.
All three collections can be found in our alphabetical list of
databases from the library‟s homepage. Please contact the
media librarian, Nancy Egan ([email protected], x8269)
if you have any questions or comments.
Nancy Egan
Fall 2010 Page 6
Revamped Databases from Gale
Biography in Context and Opposing Viewpoints in Context
The Biography Resource Center and Opposing Viewpoints
Resource Center, popular databases among freshmen and
Speech students, were redesigned to address the search
preferences of today‟s students. They now feature new inter-
face and enhanced multimedia-rich content that make them
more attractive and, we hope, more user-friendly.
Containing more than 600,000
biographies for over 525,000 indi-
viduals, Biography in Context is a
reinvention of the Biography Resource Center database. It
features a new, student-friendly interface replete with im-
ages, media files and neatly organized links. Students can
search for individuals not only by name, but by occupation,
nationality, birth place, death place, ethnicity, gender, and
birth date. The advance search includes limits by document
type, including speeches and video files. It also includes a
limit for peer reviewed journals.
Search results are clearly and conveniently organized on a
portal page according to document type (academic journals,
magazines, references, news, videos, images, audio, repu-
table websites, and primary sources). These portal pages
include a “Factbox” that provides quick information about
an individual including date and place of birth, as well as
occupation. It also includes “Related Topics” that link to
biographies of other luminaries. Additional features include
a “Read Speaker” that allows readers to listen to the text,
and a document translator that translates documents into
Spanish, Portuguese, simplified Chinese, Korean and other
languages.
The Opposing Viewpoints Re-
source Center has also been re-
vamped and renamed by Gale.
Now called Opposing Viewpoints in Context, this database
continues to feature pro and con viewpoint essays covering
controversial issues and hot topics in the news such as
global warming, gun control, illegal immigration, capital pun-
ishment, child abuse, medical marijuana, health care and
animal rights. It contains more than 5,000 topic overviews,
over 300 primary documents, over 775 court-case over-
views, 5 million articles, almost 6,000 statistical tables,
charts and graphs, and tens of thousands of images. It also
includes multimedia files such as podcasts, videos, NPR
programs and presidential addresses. Current and select
news articles from The New York Times, USA Today and
Newsweek are featured on the new home interface. An ex-
panding collection of interactive maps illustrate the geo-
graphical distribution of an issue, such as bioterrorism,
across the United States.
The database features a range of search options. Users can
browse an alphabetical list of issues or by broad subjects
such as “Law and Politics” or “Society and Culture”. Users
can limit their search to academic journals, primary sources,
videos, websites and statistics. The advanced search in-
cludes a limit for peer reviewed journal articles, date, and
document type. Search results are neatly and clearly organ-
ized on a topic page according to document type (reference
articles, statistics, reputable websites, primary sources, aca-
demic journals, multimedia files, news articles, etc.). Each
topic page also includes links to related topics.
Karen Okamoto
Hunter College librarians have assembled a guide to inter-
net-available tools for teaching information literacy con-
cepts: http://libguides.library.hunter.cuny.edu/ilc . Many
of the tools are short 3 to 5 minute videos perfect for show-
ing in class. Multiple tools are listed under 5 tabs – Fram-
ing the Research Question; Accessing Sources; Evaluating
Sources; Using Information Effectively; and Using Informa-
tion Responsibly. Think of it as a carefully curated best-of
short, free, information literary instructional videos.
Information Literacy Notes Page 7
Information Literacy Commons
Psychology Information Literacy Standards were approved
this summer by the American Library Association. These
standards for undergraduate psychology students were
developed by ACRL (the Association of College and Re-
search Libraries) and are posted at http://www.ala.org/
ala/mgrps/divs/acrl/standards/psych_info_lit.cfm
Particularly useful are the illustrative performance indica-
tors with outcomes. For example, outcomes for standard 3
(The information literate psychology student evaluates in-
formation and its sources critically…. ) includes the stu-
dents ability to recognize interrelationships between re-
search results and psychological theories and combine
information to produce new ideas with supporting evi-
dence. Example: Indicates that research supports or con-
tradicts a psychological theory. Ellen Sexton
Psychology Information Literacy Standards
Image from http://www.escuela.ca/. Used with permission.
Information Literacy and the Library Assignment Working with online reference databases
Perhaps the most essential skill we can impart to stu-
dents is how to evaluate the information they find. Trained
academics may take this skill for granted, but undergradu-
ates are not always capable of the fine distinctions neces-
sary for evaluating sources. This skill lies at the heart of
information literacy.
One way to integrate information literacy into course de-
sign is to target specific library resources and craft an as-
signment that encourages students to evaluate the infor-
mation they find there. A useful place to start is in one of
the library‟s electronic reference databases. Using either
the Gale Virtual Reference Library or the Sage e-
Reference Collection, students will search dozens of aca-
demic reference works simultaneously, and the results
will provide the basic information on a topic that they can
use to frame their topic.
Further, a search will often find several articles with the
same title in different publications. This actually provides
a unique opportunity for an exercise in evaluating informa-
tion in a controlled environment. Enter “environmental
justice” in Sage, for example, and we find articles under that
title in the Encyclopedia of Race, Ethnicity, and Society; the
Encyclopedia of Leadership; the Encyclopedia of Human Ge-
ography; the Encyclopedia of Community; and the Encyclope-
dia of Social Problems. A search for “intellectual property” in
Gale yields a similar outcome. What is the difference be-
tween articles from different encyclopedias? How does each
highlight a different aspect of the topic? Do the articles in-
clude different facts or examples? How does each differ in
emphasis? What points do they agree on?
Granted, it is also possible to assign students to find three
newspaper or journal articles on a topic and compare them,
but that asks students to find, evaluate, and compare before
they have a grasp of the basic facts of an issue. Limiting their
assignment to academic reference works assures that they
are working with solid material and that they will acquire ba-
sic knowledge on a topic at the same time. With such ground-
ing students will have more confidence when they step into
the universe of information beyond the college classroom.
Jeffrey Kroessler
Our Students are Heaviest Users of Library E- Resources
Fall 2010 Page 8
The recent (spring 2010) CUNY Student Experience Survey shows that John Jay undergraduates are among the most
technologically sophisticated students in the University. They make the heaviest use of smartphones and media players
(Figure1). Some say that this is because John Jay students are the youngest in the University (Figure 2).
CUNY Student Experience Survey results
Figure 1
Yet campus culture must also be a contributing factor, since although John Jay undergraduates make heavy use (above
the CUNY and senior college average) of both Blackboard (Figure 3) and email (Figure 4), a few other colleges with an
older population make more use.
But where John Jay students really stand out is in their
use of Library electronic resources, which our students
use more heavily by far than any other CUNY college
(Figure 5).
34% of John Jay undergraduates use the Library‟s online
resources at least once a week, compared to the CUNY
average of 15%; and 65% of our undergraduates use li-
brary online resources at least once a month, compared
to 38% of CUNY undergraduates as a whole. John Jay
College must be doing something right!
The complete 2010 Student Experience Survey is on the CUNY website
at http://owl.cuny.edu:7778/portal/page/portal/oira/OIRA_HOME/
SES_2010_Final_Report.pdf
Bonnie Nelson
Figure 2
Figure 3 Figure 4
Figure 5
Book Browsers - Fall 2010
Etc., or Every Title Counts
Page 9
Eig, J. (2010). Get Capone: The secret plot that cap-
tured America’s most wanted gangster. New
York, NY: Simon & Schuster.
HV6248.C17 E35 2010
Kobrin, N. (2010). The banality of suicide terrorism:
The naked truth about the psychology of Islamic
suicide bombing. Washington, D.C.: Potomac
Books.
HV6431 .K625 2010
Censer, J. R. (2010). On the trail of the D.C. sniper:
Fear and the media. Charlottesville, VA: Univer-
sity of Virginia Press.
HV6534.W18 C46 2010
Alt, B. Sowers. (2010). When caregivers kill: Under
standing child murder by parents and other
guardians. Lanham, NC : Rowman & Littlefield.
HV6542 .A48 2010
Stern, J. (2010). Denial : A memoir of terror. New
York, NY: Ecco.
HV6561 .S75 2010
Snow, R. L. (2010). Policewomen who made his
tory: Breaking through the ranks. Lanham, NC:
Rowman & Littlefield.
HV8023 .S66 2010
Alexander, M. (2010). The new Jim Crow: Mass in
carceration in the age of colorblindness. New
York, NY: New Press.
HV9950 .A437 2010.
Sterling, T. Greene. (2010). Illegal: Life and death
in Arizona’s immigration war zone. Guilford, CT:
Lyons Press.
JV6483 .S74 2010
Oshinksy, D. M. (2010). Capital punishment on
trial : Furman v. Georgia and the death penalty
in modern America. Lawrence, KS : University
Press of Kansas.
KF9227.C2 O82 2010
Lioy, P. J. (2010). Dust: The inside story of its role
in the September 11th aftermath. Lanham, NC:
Rowman & Littlefield.
TD884.5 .L568 2010
Marlene Kandel
From the library’s acquisitions corner
are put aside as “classics” in case their circulated copies
would need replacement. We also have boxes of gifts that
we have go through, check in the catalogs in order to decide
whether we want to add them to the collection, offer them to
other CUNY libraries, put them on the book sale truck, do-
nate them to prison libraries, etc.
If you have a suggestion for library purchases please send
an email either to [email protected] or
[email protected]. You may also visit the special site at
http://www.lib.jjay.cuny.edu/suggestion.asp or leave a note
with the reference librarian, etc.
Library‟s collection development is driven by many forces:
lists of old course syllabi and bibliographies of new course
proposals; reviews of books found in the Choice, Chronicle
of Higher Education, New York Times, New York Review of
Books and TLS and many other periodicals; notes dropped
in my physical and electronic mailboxes; programs heard
on the radio; numerous publishers‟ catalogs, etc. A deci-
sion has to be made about what to buy, in what formats,
how many copies, whether to discard old editions or send
them to the bindery for repair, etc. Not every title is bought,
but neither every disregarded title is forgotten, thrown
away, etc. Lists are kept of forthcoming books to be
checked again in a couple of months, of out of print titles
to be checked again in a couple of months, of books to buy
when money becomes available in a couple of months, etc.
In the acquisitions, we also take care of the books that got
worn out, lost, mutilated, etc. Downstairs, in the technical
services department, we have many shelves of books that
Maria Kiriakova
©
Fall 2010 Page 10
Out of the Special Collections
The Lloyd Sealy Library will soon be joining the Information
Delivery Service (IDS) Project. The IDS Project is a coopera-
tive of libraries in New York State that have agreed to share
interlibrary loan (ILL) resources freely among member librar-
ies. This nationally recognized network has created innova-
tive ILL and acquisitions management systems, integrating
several ILL and collection development processes. Fifty-five
institutions are part of the Project including several SUNY
schools and community colleges.
What does joining the IDS Project mean for ILL users? We
anticipate shorter turnaround times for article requests. We
also expect some book requests to be filled faster. All of this
means faster, more efficient service.
For more information about interlibrary loans and the IDS
Project, please contact Karen Okamoto at koka-
Many of the researchers who come to conduct research in our special collections are working on publications, doing
genealogy research, or writing a thesis or dissertation. At least 14 publications in process will be based all or in part on
materials from our collections. A few recent publications and one art project that have used our collections are listed
below:
Murphy, C. (2010) Scoundrels in law: The trials of Howe and Hummel, lawyers to the gangsters, cops,
starlets, and rakes who made the Gilded Age. Washington D.C.: Smithsonian.
Stacks - KF355 .N4 M87 2010
Based in part on many cases in our Criminal Trial Transcript Collection which record the courtroom drama
in the Court of General Sessions, New York County, a story of the most colorful and notorious law firm in
American history.
Livingston, J. D. (2010). Arsenic and clam chowder: murder in gilded age New York. Albany, NY: Excelsior
Editions, State University of New York Press.
Stacks - HV6534 .N5 L58 2010
Recounts the sensational 1896 Manhattan murder trial [our Criminal Trial Transcript #70] of Mary Alice
Livingston Fleming, member of one of the most prestigious families in New York, in which she was ac-
cused of murdering her mother with a pail of poisoned clam chowder delivered to the victim by her ten-
year-old granddaughter.
Patrick Hamou‟s portraits of NYC Jewish criminals, based in part on photos in the
Burton Turkus Papers, formed the exhibit Real Machers at the Ann Loeb
Bronfman gallery of the Washington DC Jewish Community Center (May 2009)
and were exhibited at the Museum of the American Gangster in August 2010.
They continue to be posted on the artist‟s blog at http://sixforfive.blogspot.com/.
I encourage anyone interested in using our Special Collections to make an appointment with me to discuss the research
project. I can be reached at [email protected].
Ellen Belcher
The IDS Project An innovative New York State-wide resource sharing cooperative
Karen Okamoto
Page 11
Emphasis on Pedagogy and Teaching New titles in the collection
Laursen, S. (2010). Undergraduate research in the sci-
ences: engaging students in real science. San Francisco,
CA: Jossey-Bass. On order.
Middaugh, M.F. (2010). Planning and assessment in higher
education: Demonstrating Institutional effectiveness.
San Francisco, CA: Jossey-Bass. Stacks - B2341 .M4437
2010
Nosich, G.M. (2009). Learning to think things through: A
guide to critical thinking across the curriculum (3rd. ed.).
Upper Saddle River, NJ: Pearson Prentice Hall. Stacks –
LB1590.3 .N67 2009
O‟Brien, J. (2008). The course syllabus: a learning-centered
approach (2nd ed.). San Francisco, CA: Jossey-Bass.
Stacks - LB2361 .G78 2008
Peat, B. (2009). Assessing criminal justice/criminology edu-
cation. Durham, NC: Carolina Academic Press. Stacks -
HV6024 .P43 2009
Roberge, M. (2009). Generation 1.5 in college composition:
Teaching academic writing to U.S.-educated learners of
English. New York, NY: Routledge. Stacks -
PE1128 .A2 G434 2009
Salem, R.S. (2009). Developing a one-semester course in
forensic chemical science for university undergraduates.
Ann Arbor, MI: UMI. Stacks - RA1057 .S24 2009a
Suskie, L. (2009). Assessing student learning: A common
sense guide. San Francisco, CA: Jossey-Bass. Stacks -
LB2336 .S87 2009
Walvoord, B. (2010). Assessment clear and simple: A practi-
cal guide for institutions, departments, and general edu-
cation (2nd ed.). San Francisco, CA : Jossey-Bass.
Stacks – LB2822.75 .W35 2010
Walvoord, B. (2010). Effective grading: A tool for learning
and assessment in college (2nd ed.). San Francisco, CA:
Jossey-Bass. Stacks - LB2368 .W35 2010
The collections of the Library aim to support research and teaching at the John Jay College. Each year we buy resources
that help the faculty sharpen their teaching skills. Below is a list of pedagogy- and teaching-related titles we have recently
ordered or received:
Anderson, E. (2008). Against the wall: Poor, young, Black
and male. Philadelphia, PA: University of Pennsylvania
Press. Stacks - E185.86 .A343 2008
Banta, T. (2009). Designing effective assessment: Princi-
ples and profiles of good practice. San Francisco,
CA: Jossey-Bass. Stacks - LB2366.2 .B36 2009
Boettcher, J. (2010). The online teaching survival guide:
Simple and practical pedagogical tips. San Francisco,
CA: Jossey-Bass. Stacks - LB1044.87 .B63 2010
Bowen, W. (2009). Crossing the finish line: Completing
college at America's public universities. Princeton,
NJ: Princeton University Press. Stacks and Reference -
LC208.8 .B68 2009
Brabazon, T. (2007). The University of Google: Education
in the (post)information age. Burlington, VT: Ashgate.
Stacks - LB2395.7 .B73 2007
Coiro, J. (2009). Handbook of research on new literacies.
New York, NY : Routledge. Stacks – LB1043 .H328
2009
Darling-Hammond, L. (2010). The flat world and educa-
tion: How America's commitment to equity will deter
mine our future. New York, NY: Teachers College
Press. Stacks – LC213 .D37 2010
Deardorff, M. (2009). Assessment in political science.
Washington, D.C.: American Political Science Associa-
tion. Stacks - JA86 .A875 2009
Goldhaber, D. (2009). Creating a new teaching profess-
ion. Washington, D.C.: Urban Institute Press. Stacks -
LB1062.6 .C74 2009
Howard, T.C. (2010). Why race and culture matter in
schools: Closing the achievement gap in America’s
classrooms. New York, N.Y.: Teachers College Press.
Stacks - LC213.2 .H67 2010
As you might know, in addition to print we have books available in electronic format. One of the most comprehensive col-
lections is called ebrary. It is accessible from the alphabetical list of the library databases, under the letter “e”. Do a sim-
ple search for either „teaching‟ or „pedagogy‟ in the ebrary and you will get many helpful titles in full-text online.
Maria Kiriakova
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