New Titles in Project Muse

Women in German Yearbook

Twentieth-Century China

The Journal of the History of Childhood and Youth

There’s More To “Finding” Than We Thought

A Pew Internet & American Life Project study about search engine users indicated that the vast majority of them expressed satisfaction with their search skills, but were naive about search engines and their results.

According to the study, 92% of those who use search engines say they are confident about their searching and 87% of searchers say they have successful search experiences most of the time, including some 17% of users who say they always find the information for which they are looking.

Over at the ACRLog, they make the connection between using Google to find the latest information on Paris Hilton or the Academy Awards ceremony and those who have expressed confidence in their searching to Pew. Also mentioned is Jakob Nielsen's post on the slight improvement of users skills on known websites.

Goethe Yearbook Debuts on Project Muse

The Goethe Yearbook, first published in 1982, is the flagship publication of the Goethe Society and is dedicated to North American Goethe scholarship. The Yearbook invites submissions in English or German on Goethe, his works, his contemporaries, or the period 1770-1832 in general. For further information about back issues or manuscript submission, please visit http://www.goethesociety.org/pages/yearbook.html. For more information about the journal in MUSE: http://muse.jhu.edu/content/nja/journals/gyr/

3 New Titles in Project Muse

The Journal for the Study of Radicalism engages in serious, scholarly exploration of the forms, representations, meanings, and historical influences of radical social movements. With sensitivity and openness to historical and cultural contexts of the term, we loosely define "radical," as distinguished from "reformers," to mean groups who seek revolutionary alternatives to hegemonic social and political institutions, and who use violent or non-violent means to resist authority and to bring about change. The journal is eclectic, without dogma or strict political agenda, and ranges broadly across social and political groups worldwide, whether typically defined as "left" or "right." We expect contributors to come from a wide range of fields and disciplines, including ethnography, sociology, political science, literature, history, philosophy, critical media studies, literary studies, religious studies, psychology, women's studies, and critical race studies. We especially welcome articles that reconceptualize definitions and theories of radicalism, feature underrepresented radical groups, and introduce new topics and methods of study.


Feminist Teacher provides discussions of such topics as multiculturalism, interdisciplinarity, and distance education within a feminist context. FT serves as a medium in which educators can describe strategies that have worked in their classrooms, institutions, or non-traditional settings; theorize about successes or failures; discuss the current place of feminist pedagogies and teachers in classrooms and institutions; and reveal the rich variety of feminist pedagogical approaches.


For forty years, American Literary Realism has brought readers critical essays on American literature from the late nineteenth and early twentieth centuries. The whole panorama of great authors from this key transition period in American literary history, including Henry James, Edith Wharton, Mark Twain, and many others, is discussed in articles, book reviews, critical essays, bibliographies, documents, and notes on all related topics. Each issue is also a valuable bibliographic resource.