大档案视角下我国省级综合档案馆新冠肺炎疫情档案征集工作研究

文章从新冠肺炎疫情档案的征集数量、征集质量、征集方式、征集管理四方面,对我国31个省(自治区、直辖市)的综合档案馆的新冠肺炎疫情档案征集现状进行网络调查,发现存在档案征集数量不足、档案征集方式单一、档案征集内容结构不合理等问题。基于大档案观的档案范畴理念以及档案大开发、档案社会化、档案开放等思想,综合档案馆可采取拓宽征集范围、规范征集质量、优化征集方式、构建档案专题数据库、推进档案开发利用的策略,以改进相关工作。     

University presses and the impact of COVID‐19

University presses occupy a distinctive field of publishing, heavily tied to the fortunes of the universities and colleges in which they are usually situated. COVID‐19 has catalysed their adoption of digital technologies; focused their commitments to social justice; and given new impetus to business models and formats that fully leverage the Internet, especially open access. Economic pressures on higher education that seem set only to increase are also driving university presses to more interdependent approaches and an emphasis on the contributions of the university press network to knowledge infrastructure for the humanities and social sciences. This article explores how university presses have reacted to the COVID‐19 pandemic, with particular reference to the experiences of the University of Michigan Press. It concludes that the diversity of types of university presses is one of the greatest strengths of this field of publishing and makes it resilient in a time of unprecedented change.     

COVID-19疫情期间医学期刊的精准出版策略

医学期刊的高效出版和精准传播为COVID-19的防控管理和临床诊治提供重要的出版支撑.本研究以《暨南大学学报(自然科学与医学版)》为例,总结医学期刊在COVID-19疫情期间"化危为机"的精准出版策略,包括根据疫情危机生命周期策划组稿、针对高端专家主动约稿、基于定制内容创作建立虚拟学术社区,以及充分利用"互联网+知识服务"优化审校流程和内容传播途径等.该策略对期刊 日常出版同样具有指导意义.     

国外图书馆界应对突发公共卫生事件的反应机制及其启示--以新冠肺炎疫情应对为例

图书馆是保障公民基本文化权益的公共文化机构,在突发公共卫生事件中仍需开展应急管理并向社会公众提供应急服务。文章通过对日本图书馆界、美国医学图书馆、加拿大高校图书馆、澳大利亚图书情报协会、国际图书馆联合会协会和联盟应对突发公共卫生事件中的反应机制进行分析,认为我国图书馆界在应对突发公共卫生事件中,应当在政府主导下,积极推动医学图书馆、高校图书馆和图书馆学(协)会发挥自身的专业作用,构建总体性和专业性的图书馆应急管理和服务机制。     

Me,my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China

Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co-researchers to ask their child to photograph and/or draw pictures that represent their daily lived experiences over the lockdown period. We then asked parents to interview their children (24 in total, 13 in the UK and 11 in China), using the children's artwork as prompts, and finally we interviewed parents. Through the data collection process, parents captured their children's experiences and feelings since the coronavirus struck. The data was analysed using Foucault's theory of discourse to provide unique and comparative insights into children's experiences in the UK and China during this exceptional time. Ours is the first study to integrate parents' and children's views of Covid-19, drawing on parents as co-researchers. We argue that combining the data collection methods and drawing on parents as co-researchers enabled parents to gain insights into an understanding of their child's lived experiences throughout the pandemic that might otherwise have been unknown. These insights were often unexpected for parents, and have been grouped around themes of parental relief, anxiety and understanding.     

The International Education Index: A global approach to education policy analysis,performance and sustainable development

Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.     

School closures and effective in-person learning during COVID-19

We document large temporal and geographical discrepancies among prominent trackers that measure in-person, hybrid, and remote schooling in the U.S. during COVID-19. We then propose a new measure of effective in-person learning (EIPL) that combines information on schooling modes with cell phone data on school visits and estimate it for a large, representative sample of U.S. public and private schools. The EIPL measure, which we make publicly available, resolves the discrepancies across trackers and is more suitable for many quantitative questions. Consistent with other studies, we find that a school’s share of non-white students and pre-pandemic grades and size are associated with less in-person learning during the 2020–21 school year. Notably, we also find that EIPL was lower for schools in more affluent and educated localities with higher pre-pandemic spending and more emergency funding per student. These results are in large part accounted for by systematic regional differences, in particular political preferences.     

University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement

This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy—and the role of these factors in students' engagement and disengagement. Lockdown was associated with higher disengagement; perceived adaptability was associated with higher self-efficacy; and both perceived adaptability and fluid reasoning were significantly and positively associated with engagement. Self-efficacy significantly mediated the relationship between perceived adaptability and engagement and disengagement, while moderation tests revealed that fluid reasoning yielded a significant positive role for the self-efficacy of students in lockdown. These findings shed light on factors during COVID-19 that are implicated in students’ academic development and provide direction for psycho-educational interventions.     

Understanding effects of COVID-19 on undergraduate academic stress,motivation and coping over time

The rapid and unprecedented shift from face-to-face instruction to remote online learning as a consequence of the COVID-19 pandemic had a substantial impact on teaching and learning in Higher Education: students had to adapt to a new way of learning, away from typical campus settings and their peers, and to new forms of assessments. This study examined academic stress, learning strategies, motivation and ways of coping from a sample of 177 unique students from a large London university, collecting primary data via survey at three time points during the academic year 2020/21 when teaching was remote and online only. Our findings show how patterns in academic stress, learning strategies, motivation and coping vary over the course of the academic year giving novel insight into how student learning and adaptation to the situation changed over time. We also report on differences in these patterns according to year group and for those students who are the first-in-family to attend university and those who are not. Based on these findings we identify priority areas where higher education institutions should support undergraduate students and provide evidence that some groups of students may need more and targeted support to secure their ongoing learning and well-being.     

The impact of COVID-19 on teachers' transition practices for students with disabilities in Illinois,USA

Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID-19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID-19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID-19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID-19 changed teachers' transition practices for students with disabilities and the long-term impact that these changes will have on students' post-secondary outcomes are needed.