IOPN Journals (Illinois Open Publishing Network)
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For Every Book Their Reader: Book Challenges and Library Trauma
Get PDFSince 2021, public and school libraries have become the frontlines of a cultural war. Regardless of the political tendency of the local area, material challenges have been submitted against libraries nationwide. When library workers handle material challenges, under the principle of intellectual freedom, they have often faced retaliatory actions from political groups, such as online attacks on them organized by political groups and budget cuts targeting the libraries. These challenges may create stress and trauma for library workers, both in the action of the banning, and the anticipation of it. For librarians experiencing trauma or at higher risk of exposure to traumatic events, this poster aims to illustrate a library trauma cycle within the context of material challenges. It highlights how library workers face an increased likelihood of trauma when material challenges are prevailing in the nation and how the internalization of trauma occurs within the context of the library and its community. The poster then suggests possible interventions to halt the library trauma cycle, calling for action from library administrators and board members
College students’ attitudes & privacy literacy knowledge on TikTok
Get PDFThis research explores the privacy literacy and attitudes of college students towards TikTok, a platform deeply embedded in their daily social interactions. With the growing concerns over data privacy, TikTok’s rising influence, and state-level actions such as Florida State University’s ban on its use, this study seeks to fill a critical gap in understanding how undergraduate students engage with and manage their privacy on social media. This research analyzes the relation between privacy and behavior among students, studying, for instance, how well they are aware of risks about their privacy context and how it would change their behavior on TikTok. Also, the study examines how students responded to the university\u27s policy on the ban as well as how they perceived TikTok\u27s privacy settings.
In order to provide an overview of privacy literacy levels among young students, the study uses a mix of quantitative (Survey) and qualitative (Interview) approaches. Lastly, it uses the Theory of Information Worlds (Burnett & Jaeger, 2011) to conceptualize the attitude toward privacy derived from social norms, information behavior, and interactions within the same boundaries .
Initial findings from a pilot study suggest skepticism about the effectiveness of institutional policies, with limited changes in students’ use of TikTok despite the university’s ban. The full study aims to deepen our understanding of these behaviors and contribute to the broader discourse on privacy in the digital age
Health Librarians\u27 Perceptions and Utilization of ChatGPT for Digital Literacy in Libraries
Get PDFLibraries are adapting to the digital age, with health librarians utilizing AI technologies like ChatGPT to support patrons\u27 digital literacy (Chen, 2023). Although prior research has explored AI\u27s role in libraries, little is known about how health librarians leverage ChatGPT, especially regarding health information seeking behavior. This study investigates health librarians\u27 experiences and perspectives on integrating ChatGPT into digital literacy services. Through semi-structured interviews, thematic analysis reveals innovative applications of ChatGPT, such as real-time Q&A sessions and personalized learning experiences. Despite technical challenges like accuracy and reliability, librarians implement quality control measures and continuously update ChatGPT\u27s knowledge base. The study revealed ChatGPT\u27s positive impact on patrons, encouraging improved understanding of health information and confidence in digital resource navigation. Despite challenges, health librarians acknowledge ChatGPT\u27s potential to enhance digital literacy services. Recommendations include addressing technical issues, providing librarian training, and improving user engagement strategies (Yamson, 2023). Overall, this research shows ChatGPT\u27s role in advancing digital literacy within libraries, providing perspectives into its effective integration and potential improvements
Ballet Immemorial: Princess Tutu, Meta-Ballet, and the Fatal Significance of Gesture
Get PDFIn W.J.T. Mitchell’s essay “Metapictures,” Mitchell claims that Diego Velásquez’s painting Las Meninas is “a veritable whirlpool of interpretive ‘aspects,’ switching and alternating the places of painter, beholder, and model, the viewer and the viewed… The figure of the ‘whirlpool’ suggests a way of specifying (or picturing) the multistability effect in a graphic form” (75). Mitchell’s “whirlpool of interactive ‘aspects’” provides an excellent means of grafting the concept of the metapicture onto different artistic discourses—here, ballet and its counterpart, meta-ballet (75). I contend that meta-ballet has two components: it comprises both the deliberate act of referencing the balletic canon and also the process of exploring the constituent parts of the balletic tradition (gesture and bodily movement, staging, performativity, and so on) in a way that mutates normative understandings of ballet. This paper’s aims are twofold: firstly, I develop the concept of meta-ballet and apply it to the show Princess Tutu. Secondly, I explore the uniquely meta-balletic nature of ballet pantomime and bodily motion as deployed by the show. Princess Tutu is quite self-consciously a meta-ballet, making constant references to real-world ballets, ballet techniques, and balletic pantomime. Its playful re-articulations and references to the canonical Western ballets of the nineteenth century illustrate the rich possibilities within ballet’s vast and variegated archive of bodies, texts, performances, and gestures
Ungrading’s Impact on Learning and Autonomy: Insights from an Empirical Study
Get PDFLibrary and Information Science (LIS) is an interdisciplinary field that integrates principles from various disciplines, including computer science and the humanites, positioning itself uniquely within STEM. This paper explores the adoption of ungrading in STEM-focused LIS courses and challenges grading paradigms to foster more inclusive and effective learning environments. Through a mixed-methods study involving thirteen graduate students, the research examines the impact of ungrading on student engagement, learning effectiveness, and perceptions of the learning environment. The research is ongoing, but preliminary findings suggest that ungrading reduces stress, shifts focus towards mastery, supports interest-driven learning, and promotes student responsibility for their own learning. The effects align with Universal Design for Learning (UDL) principles, suggesting that ungrading can enhance educational access and equity. This study contributes to the discourse on pedagogical innovation in LIS education and advocates for a shift towards assessment methods that emphasize learning and improvement over traditional grading schemes
The Impact of Generative Artificial Intelligence Technologies on Chinese Librarians\u27 information Behavior and Ethical Discussion: An Empirical Study Based on a Small Sample
Get PDFThis study used a combination of questionnaires and interviews to survey 68 librarians in mainland China. The questionnaire was divided into three parts: (1) providing descriptive statistics of the interviewed librarians; (2) exploring the impact of generative technologies on librarians\u27 information behaviour from work scenarios; (3) investigating librarians\u27 concerns about ethics and strategies for coping with ethical challenges. The results show that generative AI technologies had a greater impact on information seeking, information encountering, and information using behaviours, and an insignificant impact on information sharing behaviours. In addition, the results of the study reflect that 67.65% of librarians showed a very high level of concern about privacy and security; 66.18% of them believed that the content generated by the tools needed further validation. The study also provided six recommendations from the perspective of libraries and librarians to address ethical challenges such as the spread of disinformation and bias
School Library Media SIG Session
Get PDFA School Librarian Needs Assessment on Culturally Responsive and Impactful K-12 Online Teaching and Learning. There is a lack of research that examines school library education, professional development, or application of culturally responsive pedagogy in K-12 online settings. This research project investigates the characteristics of the school librarianship knowledge gap on culturally responsive online pedagogy through needs assessment research. Data was collected utilizing national online webinars as online discussion groups. The findings from the first phase of a national research grant project to examine, assess, and address the school librarianship knowledge gap on the design and delivery of targeted and culturally responsive online learning will be presented.
Opening the Pipeline: Sustaining Recruitment for School Librarianship. Over the last decade, the number of school librarians (SLs) in US public schools declined. Among the reasons administrators shared regarding these unfilled (and potentially lost) positions were issues with “the pipeline” or the availability of qualified candidates to apply for posted positions. This was particularly true in states with no school librarian preparation programs (SLPPs) at their colleges and universities and resulted in areas (often rural) where school districts had openings for SLs but were unable to find candidates willing to relocate (Lance & Kachel, 2021). To understand this “pipeline problem” and the role that SLPPs play, we turn to the recruitment practices in SLPPs, and ask: what are the current practices for inviting, promoting, and/or recruiting candidates to SLPPs? Initial research findings and anecdotal academic experience reveal that barriers to entering SLPPs include rigid requirements for credentialing and the financial burdens of tuition and associated personal expenses. With new insights into the variety of strategies used (and not used) across programs, we hope to initiate professional conversations and create recommendations for opening and sustaining a national pipeline that ensures that well-qualified candidates are prepared to serve as school librarians.
Share and Share Alike: School Librarians Sharing Their Truths about Evidence Based Practice. P12 educators are expected to utilize evidence to inform practices and decisions. Although most school librarians collect and use evidence, they struggle doing so systematically or in relation to teaching and learning. We conducted focus groups interviews with school librarians and their educators and supervisors to identify existing opportunities that prepare school librarians for evidence-based practice (EBP), challenges with those opportunities, and types and forms of professional learning that school librarians prefer as they continue to hone their application of EBP. Our findings indicate that additional tools and real-time learning opportunities would further support school librarians’ EBP knowledge and skills.
Re-envisioning Search Education through a Critical Information Literacy Lens
Get PDFSearch engines are a pervasive and powerful means of accessing information in contemporary society. Library and Information Science approaches to educating students in information retrieval and online searching focus on search skills and the design of search systems, largely excluding critical perspectives. Major shifts in how information is produced, retrieved, and used require an ethically grounded re-evaluation of these approaches. Critical information literacy offers a framework for deepening pedagogy related to search. We present a case of an undergraduate course that instantiates a critical approach and discuss outcomes, challenges, and plans for future development
Interrupting Generative AI in LIS: Using Analog, Project-Based, In-Class, Team Work to Validate Core Research Competency Learning
Get PDFGenerative AI is a powerful tool that we should be teaching our students to harness. At the same time, we must ensure that our students can perform core research tasks such as finding, reading, summarizing, and synthesizing academic research, in keeping with ALA Core Competency 7A. Because generative AI produces imperfect, college-level writing that can be difficult to identify as non-human, instructors face a new challenge in validating that students have learned 7A’s search-summarize-synthesize skills. One solution is the use of analog, scaffolded, in-class research skills activities accompanied by immediate instructor validation and feedback. This paper presents a 20-part literature review assignment as an example. This example demonstrates that when we watch our students reading, annotating, discussing, and mind mapping journal articles, we can be sure that they are learning the skills that will enable them to leverage tools like generative AI as a bridge to advanced work.
The Average Data Scientist is an Outlier Achiever in an Information Science Department
Get PDFThe aim of this study was to test whether data science and information science have similar or different publication and citation standards. In order to test this, we applied serpAPI to compare one hundred random Google Scholar data science profiles to their equivalents – one hundred information science profiles. The results indicate that: (a) The yearly average number of data scientist publications (15.70) was over three times higher than for information scientist (4.26). (b) The average citation per paper for data scientists (23.06) was over 4 times higher than the average for information scientists (5.70). (c) The total number of citations of papers published in 2021 for data scientists (334.54) was over 14 times higher than for information scientists (23.38). These results clearly indicate that when making academic career decisions, data scientists should be evaluated according to data science standards which are very different from information science standards