As computer technology continues to pervade every facet of life, the study of video game playing becomes more relevant. Studies show that sex differences continue to exist between men and women, boys and girls, in video game experience, favoring males. Few studies show any overlap in preferences between young men and women in their video gaming choices. The current study surveyed over 2,000 college undergraduates for video game experience, preferences, and selfefficacy. Although it was found that men play video games more often, have had more experience, and feel more confident in their game playing ability, a moderate female gaming population was found to exist, who also play video games regularly. Almost as many similarities as differences were found between men and women in their gaming preferences. Suggestions and implications for the video game industry are discussed.Sixty-eight percent of U.S. households play computer video games, and 42% of American homes own at least one gaming console (Entertainment Software Association 2009). This statistic is unsurprising given the rise of computer technology in American culture. Video games may play a significant role in forming children's attitudes about technology (Bennett and Bruner 2000). In fact, a recent study showed that 90% of adolescents, both male and female, thought that technology (including video games) is "cool" and regularly use it and discuss technology with friends (Twentyman 2008). National studies show that on average, 30% of children aged zero to six have played video games, while about one in six (16%) of four to six year-olds plays video games daily (9% boys and 2% girls) for an Curr Psychol (2011) 30:22-33

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In this article, we seek to seed an honest conversation about how librarianship needs to meaningfully address systems of structural oppression in order to actualize diversity and inclusion initiatives at large. We will investigate issues of recruitment, retention, education, and mentorship within the Library and Information Science profession through the lens of our experiences as women of color, and as early-career librarians; we will also weave relevant insights reflected from within the literature to support our narratives. Central to this work is an understanding of the barriers that people of color (POC) face in our workplaces and the profession at large; we will discuss this at length throughout. Finally, we will conclude with recommendations on how the profession, as a whole, can do better at retaining and supporting its marginalized workforce. This is a call to action for librarians at every level to hold themselves accountable for the ways in which they are complicit within systems of oppression and inequality. Concurrently, this article aims to generate momentum in coalition building as a tool for POC attempting to navigate the overwhelming whiteness evident within the profession. A Call to Action I have written elsewhere, and shared in numerous public talks and conversations, that my decisions about writing style, about not using conventional academic formats, are political decisions motivated by the desire to be inclusive, to reach as many readers as possible in as many different locations (hooks, 1994, p. 71).

At a large "new" university in England, 266 first-year students indicated which of 21 universities within 100 miles they had considered. New universities are those that were polytechnic institutions up until 1992. About 82 percent of the students considered both old and new universities, and only 18 percent had no old universities in their consideration sets. Regression analysis revealed that the older students and the students whose fathers attended a university considered fewer old universities, and the students from India, Pakistan, and Bangladesh considered more old universities. Student gender, duration of college search, and mother's level of education had no effect on whether old or new universities were considered. (35 ref)-Professor ofkfurketing, Wolverhamptcm Business School, University of Wolverhampton, United Kingdom. 0324-4 I lGMT EXTERNAL RELATIONS GOVERNMENT RELATIONS Hendel, Darwin D., et al. Inside, Outside, Upside-Down? Probing the Linkages Among Accountability Pressures, State Government, and Higher Education Funding and Performance.

Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in higher education settings indicates collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and assistant professor of special education conducted a phenomenological self-study to examine their multiple roles as researchers, collaborators, and educators who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Native communities throughout the state of Alaska. Several themes emerged from this study, including: (a) the authors' interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) the authors struggled to communicate effectively with students via audio-conference; and (c) the beliefs and practices of both authors were transformed by their participation in this self-study. The study suggests implications for further and improved interdisciplinary collaboration between librarians and faculty. The authors believe this collaborative approach to self-study research facilitates reflective and authentic teaching and research for academic librarians working in collaboration with teaching faculty.