Leveraging Technology and Staffing in Developing a New Liaison Program

With nearly all library resources and services delivered digitally, librarians working for the New York University Health Sciences Library struggled with maintaining awareness of changing user needs, understanding barriers faced in using library resources and services, and determining knowledge management challenges across the organization. A liaison program was created to provide opportunities for librarians to meaningfully engage with users. The program was directed toward a subset of high-priority user groups to provide focused engagement with these users. Responsibility for providing routine reference service was reduced for liaison librarians to provide maximum time to engage with their assigned user communities.     

Marking out the pitch: a historiography and taxonomy of football fiction

Football, or soccer as it is more commonly referred to in Australia and the US, is arguably the world’s most popular sport. It generates a proportionate volume of related writing. Within this landscape, works of novel-length fiction are seemingly rare. This paper establishes and maps a substantial body of football fiction works, explores elements and qualities exhibited individually and collectively. In bringing together current, limited surveys of the field, it presents the first rigorous definition of football fiction and captures the first historiography of the corpus. Drawing on distant reading methods developed in conjunction with closer textual analyses, the historiography and subsequent taxonomy represent the first articulation of relationships across the body of work, identify growth areas and establish a number of movements and trends. In advancing the understanding of football fiction as a collective body, the paper lays foundations for further research and consideration of the works in generic terms.     

Engineering Education as the Development of Critical Sociotechnical Literacy

Science & Education - Recent policy documents position engineering as a way to broaden participation for students in STEM fields. However, a recent review of the literature on engineering...     

Spanish Language Children’s Books Focusing on Health Literacy: An Annotated Bibliography

An efficient and economical health care system requires that patients and providers understand each other. For Latino patients, the challenges to effective communication include limited Spanish language ability of providers, limited English language ability of patients, lack of knowledge of the health system, and a generally low educational attainment resulting in general low literacy and numeracy abilities. Both literacy and public health research suggests that focusing on family systems and children is a good path to helping the entire Latino community to navigate better healthcare. This poster provides a selection of titles of readily available Spanish and bilingual (Spanish/English) children’s books that focus on health literacy as well as a series that addresses children’s health issues written for low literacy Spanish-speaking parents. The bibliography is organized into the following categories: Exercise, Healthy Habits, The Human Body, Hygiene, Nutrition, Parenting, and Understanding Difference. It is incumbent upon those in public service, including public libraries, the educational system, and literacy experts, as well as those in the medical professions to try and remedy this situation. Ideally, the titles for children should be read with parents or teachers. This bibliography should be useful for public librarians, school librarians, academic librarians collecting for education departments, literacy experts, and medical and health sciences librarians.     

‘Let your data tell a story:’ climate change experts and students navigating disciplinary argumentation in the classroom

ABSTRACT

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.     

Sociolinguistics: The implications of a sociological approach in examining the counseling relationshipSociolinguistique: Les insinuation d'une approche sociologique en examinant le rapport de conseil

This article discusses basic concepts of sociolinguistics and considers their relationship to the counseling process. Essentially, it suggests that interviewing be examined in the light of (1) language as a cultural phenomenon and (2) the interactions between individuals and society. When reconceptualized in this way, counseling can benefit from the systematic knowledge of a related field and counselors will be helped to communicate more competently.     

INTERGENERATIONAL EXPERIENCE AND ONTOLOGICAL CHANGE

The phenomenological concept of ontological change, or change in self‐understanding, is used to structure an analysis of the experiential impact of a college‐based, intergenerational service‐learning project. The semester‐long project aimed to create interpersonal, intergenerational situations in which students (N = 12) could experience for themselves the lack of fit between their inherited assumptions regarding aging and the actual meaning of aging as experienced by elders. Content analysis of students’ journals indicated that students experienced four temporally distinct types of experiences during the project. Students entered the project with an understanding as to how they should interact with their companions based on inherited assumptions regarding aging and the elderly (anticipation experiences). In the presence of their companions, however, the students’ assumptions were revealed as inappropriate and incapable of adequately guiding them in their interactions (personal‐conflict experiences). To alleviate the awkwardness experienced in the field, students had to reevaluate their understanding of themselves and their role in their intergenerational relationship and identify changes they could make to improve their intergenerational relationships (reevaluation experiences). Ten of 12 students reported effecting positive changes in their relationships after redefining their role vis‐à‐vis their companions (transposition experiences). Phenomenological theory provides (a) insight into the type of intergenerational relationships conducive to combating ageism and (b) a framework (journal content analysis) for assessing the experiential impact of program participation.