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Ubiquitous for 35 years, the Educational Resources Information Center (ERIC) is known for its database and recently for its range of web-based information services. I contend that federal policy with regard to ERIC must change and that ERIC will need massive restructuring in order to continue to meet the information needs of the education community. Five arguments are presented and justified: 1) ERIC is the most widely known and used educational resource of the US Department of Education, 2) senior OERI and Department of Education officials have consistently undervalued, neglected, and underfunded the project, 3) ERIC’s success is due largely to information analysis and dissemination activities beyond ERIC’s contracted scope, 4) information needs have changed dramatically in the past few years and ERIC cannot keep up with the demands given its current resources, and 5) the ERIC database itself needs to be examined and probably redesigned.

The Educational Resources Information Center (ERIC), sponsored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Sci ence Education (ERIC/ChESS) is one of sixteen subject-oriented clearinghouses that compose the ERIC system. The heart of this system, the ERIC database of education-related literature, con tains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and confer ence papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background infor mation on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic librar ies, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153 2852; (800) 443-3742; (703) 440-1400; ; ; or copied from an ERIC microfiche collec tion, available at many libraries. ERIC/ChESS welcomes requests for general information or sample database searches on topics within the social studies, social sciences, and music and art education. Contact ERIC/ ChESS by telephone at (800) 266-3815 or (812) 855-3838, or by e-mail at . Background Materials Barbour, Alton. Where Do American Family Names Come From? Paper presented at the Annual Conference of the Na tional Council of Teachers of English, Denver, CO, 18-23 November 1999. ED435995. This document presents a brief overview of the history and origins of mainly European family names from the twelfth century forward and is envisioned as a one-class-period session for secondary or college English teachers and those interested in semantics. Sections included are the history of naming, reasons for naming, guidelines for name origins, and special cases. The piece contains four references, a worksheet for matching names and origins, and a key to the worksheet. McLellan, Francis R. Strengthening Adolescent Identity Forma tion through Development and Presentation of Family Literary Docu ments. Ed.D. Practicum, Nova University, 1993. EDRS Price: MF01/PC03 Plus Postage. ED362901. This article describes a practicum designed to supplement the study of literary classics by adding a component to strengthen adolescent identity forma tion. Students generate and present family literary documents, including varieties of familial cultural artifacts. Using lessons published by experienced teachers in professional journals, stu dents draw maps of points of family interest; write autobiographies, self-reports, and journal essays; invent coats of arms; create histories and scenarios of important family events; compile family trees; and write and publish essays in defense or in celebration of larger group/ familial memberships. Four color charts of data and nine student developed coats of arms are appended. Ryant, Carl. History and the Family: A Tool for the Documentation and Interpretation of Family History. Teaching History: Ajournai of Methods 15 (Fall 1990): 51-56. EJ429246. Ryant discusses the role of oral history in the documentation and interpretation of family history and gives information for con structing and managing information in interviews. Oral history,

Desegregation: An ERIC/ChESS Sample Carrie Kulczak Carrie Kulczak Carrie Kulczak is the Coordinator of the Current Index to Journals in Education for the ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) at Indiana University in Bloomington. She holds a Bachelor of Science in Education from Indiana University. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 15, Issue 2, Winter 2001, Pages 57–59, https://doi.org/10.1093/maghis/15.2.57 Published: 01 January 2001

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that com pose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890), can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

Migrations: An ERIC/ChESS Sample Get access David Kelly David Kelly David Kelly is an information specialist with the ERIC Social Studies/Social Science Education Clearinghouse. He holds a B.A. in international relations from the University of Delaware and an M.A. in political science from Indiana University. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 14, Issue 1, Fall 1999, Pages 44–46, https://doi.org/10.1093/maghis/14.1.44 Published: 01 September 1999

TI he Educational Resources Information Center (ERIC), spon sored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ ChESS) is one of sixteen subject-oriented clearinghouses that com pose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background information on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890), can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 44

The Educational Resources Information Center (ERIC), sponsored by the U.S. Department of Education, is the largest and oldest education information system in the world. The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) is one of sixteen subject-oriented clearinghouses that compose the ERIC system. The heart of this system, the ERIC database of education-related literature, contains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research re ports, and conference papers are included. The ERIC database is available free in many large public and university libraries and on the Internet. The listings below are drawn from the ERIC database and include both teaching materials and general background informa tion on the topic. The key to obtaining the full text of the materials cited below is the unique ERIC number assigned to each item in the database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 440-1400; ; ; or copied from an ERIC microfiche collection, avail able at many libraries. ERIC/ChESS welcomes requests for general information or sample database searches on topics within the social studies, social sciences, and music and art education. Contact ERIC/ChESS by telephone at (800) 266-3815 or (812) 855-3838, or by e-mail at .

The First Ladies: An ERIC/ChESS Sample Get access Carrie Kulczak Carrie Kulczak Carrie Kulczak is the Coordinator of the Current Index to Journals in Education for the ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) at Indiana University in Bloomington. She holds a Bachelor of Science in Education from Indiana University. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 15, Issue 3, Spring 2001, Pages 45–47, https://doi.org/10.1093/maghis/15.3.45 Published: 01 March 2001

Educational Resources Information Center (ERIC), sponsored by U.S. Department of Education, is largest and oldest education information system in world. ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) is one of sixteen subject-oriented clear inghouses that compose ERIC system. heart of this system, ERIC database of education-related literature, con tains nearly one million citations with abstracts, drawn from a variety of disciplines. Citations to journal articles, teaching and curriculum guides, bibliographies, research reports, and confer ence papers are included. ERIC database is available free in many large public and university libraries and on Internet. listings below are drawn from ERIC database and include both teaching materials and general background informa tion on topic. key to obtaining full text of materials cited below is unique ERIC number assigned to each item in database. Journal articles, denoted by EJ numbers (for example, EJ549890) can be copied at most academic libraries, borrowed through interlibrary loan, or purchased from article reprint services such as UnCover, UMI, and ISI. Research reports, conference papers, and other materials besides journal articles are denoted by ED numbers (for example, ED398110); paper or microfiche copies of most of these documents can be purchased from ERIC Document Reproduction Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; (800) 443-3742; (703) 440-1400; ; ; or copied from an ERIC microfiche collection, avail able at many libraries. ERIC/ChESS welcomes requests for general information or sample database searches on topics within social studies, social sciences, and music and art education. Contact ERIC/ChESS by telephone at (800) 266-3815 or (812) 855-3838, or by e-mail at . Background Information Brinkley, Alan. The New Deal: An Overview. Social Education 60 (September 1996): 255-58. EJ534967. This ar ticle characterizes New Deal as the single most important twentieth-century episode in creation of modern Ameri can state. Brinkley discusses astonishing range of legisla tive activity enacted to respond to Great Depression and ensuing political opposition. He frankly evaluates those programs that failed. Cohen, Robert. Dear Mrs. Roosevelt: Cries for Help from Depression Youth. Social Education 60 (September 1996): 271 76. EJ534971. Cohen personalizes devastating effect of Great Depression on young people through excerpts of letters sent to Eleanor Roosevelt. Young people across country responded to First Lady's efforts on behalf of poor and dispossessed. author also discusses many relief and work programs created by New Deal. Fogel, Jared A., and Robert L. Stevens. The Safford, Arizona, Murals of Seymour Fogel: A Study in Artistic Controversy. Social Education 60 (September 1996): 287-91. EJ534976. Fogel and Stevens examine controversy surrounding art works commis sioned by Works Progress Administration (WPA). Attempt ing to create work for depression-era artists, WPA often commissioned murals for government buildings. article recounts experience of Seymour Fogel, whose positive portrayal of Native Americans ran contrary to racist senti ments in Safford, Arizona. Maney, Patrick J. The Rise and Fall of New Deal Congress, 1933-1945. OAH Magazine of History 12 (Summer 1998): 13-19. EJ572677. This article recounts role of Congress in creating New Deal legislation. Maney argues that impetus for many pieces of legislation came from Congress, not from President Roosevelt. He suggests that story of

PurposeThis paper seeks to address scholarly concerns related to the performance of the “new” Education Resources Information Center (ERIC) database and provides education researchers and those who teach education research (at the Reference Desk, in a lab or “chatting” with a student at 2.00 am) a means of evaluating and selecting alternative databases based on their relative coverage of major education journals. Alternative research strategies are discussed in light of ERIC's loss of position and importance as a single, comprehensive education resource. Broader implications regarding the role of librarians as educators are presented.Design/methodology/approachThe journal indexing coverage of ERIC (old and new) and alternative databases were checked against two recent Institute of Scientific Information (ISI) Journal Citation Reports (most cited journals in 2004 and 2005) in three categories: Education and Educational Research, Special Education, and Educational Psychology. The results are presented to show the percentage of journals indexed by each database in each of these three categories.FindingsThe “new” ERIC database is not indexing and keeping up to date with the same number of major education journals as the “old” ERIC. Other databases are performing better and provide researchers with more comprehensive coverage of scholarly education sources.Originality/valueAimed at academic reference librarians and those who teach research methods to education students, this comparative study provides an objective scale to assess the current state of education research indexing and offers advice to meet the information needs of education students and scholars at all levels. It is intended to answer these practical questions: will education researchers need to use other databases to supplement or replace the “new” ERIC? And, if so, what are the better options for varying research needs?

This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them. Within the scope of the study, research on multicultural education in the International Education Resources Information Center (ERIC) and ULAKBİM TR Index (Turkey National Academic Network and Information Center) databases were included. In the study, 308 articles reached in ERIC database and 60 articles in ULAKBİM database were analyzed using content analysis. As a result of the analysis, it was determined that there has been an increase in multicultural education publications in ULAKBİM TR Index since 2015 and a decrease in the ERIC database. In Turkey, it is seen that there is a tendency to determine attitudes, perceptions and opinions towards multicultural education with larger sample groups; nevertheless, there is a tendency to multicultural education practices and experiences with smaller groups in the ERIC database.

This paper contends that US federal policy with regard to the Educational Resources Information Center (ERIC) must change and that ERIC will need massive restructuring in order to continue to meet the information needs of the education community. Four arguments are presented: ERIC is the most widely known and used educational resource of the US Department of Education; senior OERI and Department of Education officials have consistently undervalued, neglected, and underfunded the project; ERIC’s success is due largely to information analysis and dissemination activities beyond ERIC’s contracted scope; information needs have changed dramatically in the past few years and ERIC cannot keep up with the demands, given its current resources.

Five groups of searchers each performed two of four pre‐selected searches on the DIALOG system using ONTAP, the 1975 subset of the Educational Resources Information Center (ERIC) database. The groups were novices, moderately experienced searchers without ERIC experience, moderately experienced searchers with ERIC experience, very experienced searchers without ERIC experience, and very experienced searchers with ERIC experience. Data were collected on the education, online training, online experience, institutional setting, and personal characteristics of the rearchers. Variables that describe the search process (e.g. number of commands used) and variables that describe the outcome of searches (e.g. recall) were measured by examination of the search transcripts. The results showed that, compared to the experienced subjects, the novices performed surprisingly well. Although, as a group, they searched more slowly than the experienced subjects and scored lower on most (but not all) outcome measures, the differences were not as great as might be expected. Three meaningful patterns were identified among the experienced subjects' searches: (1) the group with the greatest overall experience and the greatest ERIC database experience achieved the highest recall and had the highest values of a subset of search process variables designated ‘search effort’ variables (e.g. number of commands and descriptors, connect time); (2) in general, the moderately experienced searchers with ERIC experience performed the briefest, most cost effective searches (when cost effectiveness is measured in terms of time per relevant reference retrieved). This pattern is attributed to the fact that 75 percent of this group work in academic libraries that charge individual users for online connect time. In this situation pressure to keep costs low appears to be great; (3) the subjects with ERIC experience used more thesaurus terms than the subjects without ERIC experience. The subjects without ERIC experience tended to prefer free text to thesaurus terms. In regard to outcome, only slight evidence was found to support the hypothesis that ERIC database experience leads to greater success in searching.

The United States is a country built by immigrants, and its de velopment and history continue to be in fluenced by immigration. This topic is therefore usually covered in U.S. history courses. In geography, the themes of human movement requires the study of immigration. Textbooks, however, do not always provide enough information on the topic, creating a need for supple mentary materials. U.S. history and geography teachers can locate supple mentary resources on teaching about immigration by turning to the bibliographic database of the ERIC (Educational Re sources Information Center) system. The resources listed below are supplemen tary materials listed in ERIC's database. Materials noted in this column that are preceded by an ED number are known as ERIC documents and are an notated monthly in RIE (Resources in Education), available in many libraries throughout the country. Documents may be purchased from the EDRS (ERIC Document Reproduction Services), 3900 Wheeler Ave., Alexandria, VA 22304 6409, in either microfiche (MF) or paper copy (PC). Check, money order, Master Card and Visa are all accepted. EDRS also provides a toll free number (1-800 227-3742) for customer service and phone orders. Entries preceded by an EJ number are journal articles which are annotated monthly in CUE (Current Index to Jour nals in Education), available in many li braries. EJ articles are not available through EDRS; however, they may be located in the journal section of most libraries by using the bibliographic infor mation provided in each annotation. Additional resources on teaching about immigration, as well on as other social studies topics, can be found by searching the monthly RIE and CUE indexes, or by searching the ERIC data base on CD-ROM or online. These in dexes, CD-ROMs, and online search serv ices are available at libraries throughout the country. These libraries also may have complete microfiche collections of ERIC documents available for viewing.

PurposeThe purpose of this paper is to investigate the authorship patterns and the relationship between them based on some statistical indices for the role of libraries in promoting education at the global level.Design/methodology/approachThe Education Resources Information Center (ERIC) database was searched for the peer-reviewed and full text available journal articles that contained specific words related to either libraries and education or libraries and e-learning in. Data were analysed based on certain statistical calculations to find out the degree of collaboration, collaborative coefficient, Shannon index, Simpson’s indices, Spearman’s coefficient and co-authorship pattern.FindingsThe criteria were met by 262 publications by 517 authors. The highest number of articles related with the role of libraries in education was published in the year 2013, and the highest numbers of articles were authored by a single author rather than multiple authors. The degree of collaboration was found to be highest in the year 2015 and 2016 with a value of 0.66, whereas the collaborative coefficient was highest in the year 2016 with a value 0.42. The Shannon’s diversity index was found to be 2.73705 with an evenness of 1.24568. The Simpson’s index, Simpson’s index of diversity and Simpson’s reciprocal index were found to be 0.299, 0.701 and 3.3444, respectively. The Spearman’s coefficient was found to be highest with a positive correlation of value 0.95 in the year 2013. Furthermore, six co-occurrences by eight authors were found.Research limitations/implicationsOnly the ERIC database was chosen for the study and only articles published from the year 2012 to 2016 were included in the analysis.Originality/valueThis study will be useful for researchers to get an insight into the collaborative research patterns demonstrated by the authors in understanding the role of libraries in education using different statistical approaches.