IOPN Journals (Illinois Open Publishing Network)
Not a member yet
1384 research outputs found
Sort by
A second chrysopine lacewing from Mexican amber (Insecta: Neuroptera: Chrysopidae)
No full textA new species of chrysopine lacewing assigned to the genus Chrysopa is described based on a single individual in Early Miocene amber from Chiapas, Mexico. Chrysopa danielleae sp. nov. is the second chrysopine to be formally described from Mexican amber following Chrysopa prominenta to which it bears a strong resemblance but differs in a number of notable characters in the venation of both the fore- and hind wings
“Dear George, with Love”: Reading All Boys Aren’t Blue Through a Lens of Critical Love Amidst Rampant Book Bans
Get PDFAmidst increasing book bans centering Queer folk and People of Color, this critical content analysis employs a framework of love to examine how George M. Johnson’s memoir-manifesto All Boys Aren’t Blue counters hegemonic narratives. After defining love across scholarship, the authors identify two tenets of love, self-examination and storytelling, as incremental to how Johnson’s story serves as an entry point for young people to see themselves and others in loving, authentic ways. The authors invite teachers and students to read this text through a lens of love as it exemplifies how stories can be leveraged to honor all lived experiences
Glitch as a Trans Representational Mode in Video Games
Get PDFFollowing recent work by transgender studies scholars that has questioned the relationship between queer theory and trans studies, this essay considers how glitch video games, which have previously been considered to be part of the “queer games movement,” use the glitch as a way of representing transgender life. I survey three glitch games, Problem Attic (2013, Liz Ryerson), Strawberry Cubes (2015, Loren Schmidt), and Anatomy (2016, Kitty Horrorshow)—each of which uses the glitch as an expressive visual aesthetic, remediating the analog artifacts of signal noise or error as a sonic and visual quality, as well as a game design principle. These games place an emphasis on the body as that which glitches, exploring the bad feelings of trans embodiment, including dissociation and dysphoria, as well as demonstrating how the glitched body can be both desired and transformative. In the final section, this essay considers how transgender artists and the ways their work foregrounds glitch as an operation of the body are integral not only to glitch art history, but also to video game development more widely, exploring the influence of glitch aesthetics and game design in Pony Island (2016), a glitch video game by cisgender designer, Daniel Mullins
// May your rage inform your actions: Embodying the monster and trans nonbinary praxis in creative coding
Get PDFThis project is presented as a critical call and response developed from texts initially written and assembled by KT Duffy, seen here as italicized portions of this project. In what follows, we consider Susan Stryker’s formation of the monster as the impulse for a set of theorizations around the assemblage of non-binary trans processes and methods. Advocating the release of the monstrous to actualize collective liberation, we situate the glitch as an essential animating element, utilizing this “visual monstrosity of error and interruption” in solidarity with Abolition Feminism to scope out the ways technology is counter revolutionary. Reflecting on the objective portrayal of technology, we examine how its destruction does not cease for communities made marginalized, even as the field is diversified. Mining the spaces between lines of code, we illustrate that coding is no longer an esoteric field and that coding and coding education can no longer exist in a vacuum. Instead, it must be grounded in examining how histories of capitalism and racialized hierarchies continue to cause harm. Here, we map out a praxis of trans-coding that activates the monster and its inherited glitches as a tool of disruption spawned in the spaces between binaries. Finally, we situate trans-coding in solidarity with Abolition feminism, where, from this in-between space, it propels the explosion of normative mediations in service of not only speculation but as an actualization of an Abolition Feminism imaginary
Redesigning for Open Educational Practices: A Faculty-Librarian Collaboration
Get PDFOpen educational practices (OEP) are rarely explored in LIS education, despite its alignment with many of the core values in library science. Recent scholarship on LIS pedagogy does speak to the merits of OEP, which can include open and equitable access, real-world learning experiences, and principles of social justice. However, there is little discussion about what this looks like in practice and within the LIS curriculum. This thought piece examines the practical aspect of using OEP in the LIS graduate classroom and describes the collaborative reflections of an LIS faculty member, librarian, and university librarian to prepare to implement OEP at a regional comprehensive university. This collaboration found that OEP is a good fit for the library science curriculum, but that there are important support considerations which need to be secured before implementation, such as access to participatory technology, training on intellectual property and staffing. In addition, the dynamic nature of OEP addresses some of the challenges associated with the current landscape of online learning in higher education, including delivering more engaging pedagogy, increasing student digital literacy and student involvement in the scholarly communication process
Developing Graduate Curriculum for Digital Language Archive Stewardship
Get PDFOur interdisciplinary team including information and language scholars and educators and practicing information professionals at University of North Texas (UNT) and Indiana University (IU) is developing an evidence-based practice-oriented online curriculum to train library, archives, and museums (LAM) professionals in the archiving, curation, and ethical dissemination of resources that provide the means to revitalize community memory and language. During this 2-year project, over 30 LAM students will complete the project-developed UNT graduate course INFO 5385 Community Language Archiving and Curation for Information Professionals, and additional estimated 100 students at UNT and IU will complete individual project-developed learning modules integrated into other courses. Development of the learning materials is informed by digital language archive practices, research, and existing training materials for archive depositors. Resulting open-access adaptable learning resources are expected to be widely used by academic programs and educators for training LAM students and by participatory archives as continuing education resources
Proceed with Caution! Trigger Warnings in Online Book-related Information Grounds
Get PDFOnline book-related communities serve as information grounds where individuals gather to recommend and discuss reading material of interest to them. The information flow within these groups often evolves to include the sharing and receiving of warnings about content that some readers may find distressing or triggering. Although intended to be helpful, the sharing of trigger warnings could lead to a reader’s decision to avoid content that may elicit trauma responses, resulting in a forfeiture of the potentially therapeutic benefits of such content. Therefore, it is necessary to investigate the role of trigger warnings within online book-related information grounds. This pilot study seeks to explore the upward trend of trigger warning usage by utilizing text analysis to determine the frequency at which GoodReads users include trigger warnings in their book reviews. By shedding light on the prevalence of trigger warnings in platforms like GoodReads, these early findings suggest that while newer titles in the sample contain 20 times more trigger warnings than older titles, the presence of trigger warning in reviews of classics has also been steadily increasing in the last five years. These results serve to initiate broader conversations about the impact of trigger warnings in book-related virtual information grounds, the need for curriculum on trauma informed LIS practices in iSchools, and implications regarding readers’ advisory and collection development in library settings
How Public Libraries Build Sustainable Communities in the 21st Century
Get PDFThis panel presents research and scholarship, case studies, and reflective narratives that exemplify how public libraries use social capital to build communities and affect social change (Wojciechowska, 2021). Session participants will hear from the book editors and chapter authors of a book entitled How Public Libraries Build Sustainable Communities in the 21st Century published by Emerald in 2023. Panelists will share both national and international case studies. This panel, led by the book editors: Kaurri C. Williams-Cockfield, a Ph.D. student at the University of Alabama, and Dr. Bharat Mehra, Professor & EBSCO Endowed Chair in Social Justice in the School of Information Sciences at the University of Alabama, features speakers, discussing their chapter case studies including Dr. Lynn Connaway, Executive Director for Research at OCLC who discusses library programs designed to close the legal justice gap; Christine D’Arpa, Assistant Professor in the School of Information Sciences at Wayne State University who proposes a sustainable communities model based on four separate research projects focusing on the role library staff play in building sustainable communities; Amber Matthews, Ph.D. candidate at Western University who discusses the development of a black community public library in Canada; Dr. Yong Ju Jung, Assistant Professor in the School of Library and Information Science at the University of Oklahoma who discusses a picturebook library designed to address book culture and empower children’s ecological sensitivity in South Korea; and Dr. Sarah Ryan, Associate Professor of Information Science and Director of the Law Librarianship Program at the University of North Texas who discusses the role of public libraries in the knowledge economy. These case studies situate public libraries as a backbone organization within the community and illustrate how public libraries support the implementation of the U.N. Sustainable Development Goals (SDGs).
In 2021, Kania et al. researched the implementations of collective impact since 2011 assessing the effectiveness and ways different groups have adapted the model. The key finding from this analysis is that successful collective impact efforts must make equity the focus of their work (p. 38). Kania et. al (p. 41) identified five strategies for centering equity:
Ground the work in data and context and target solutions
Focus on systems change, in addition to programs and services
Shift power within the collaborative
Listen to and act with the community
Build equity leadership and accountability
The correlation between public libraries and the UN SDGs is clear given that “information is a central component of sustainable development goals\u27\u27 (Kosciejew, 2020, p. 330). The International Federation of Library Associations and Institutions (IFLA) direct involvement in the data gathering and planning processes for the SDGs ensured that information access was part of every SDG and was identified as the common connector between the goals (Kosciejew, 2020, p.332). In Access and Opportunity for All: How Libraries Contribute to the United Nations 2030 Agenda, the IFLA (2019) outlines how libraries support all the SDGs by promoting literacy, providing access to information, serving as a network hub, supporting digital inclusion, encouraging research and academics, and by preserving culture and heritage.
As public awareness and advocacy for the SDGs increase, the work of public libraries in community building is receiving greater attention given that public libraries expand social capital through their program and service connections. These connections are best illustrated by correlating the voices, programs, and research of the IS community to the SDGs, and by examining the collective strategic actions needed to achieve “collective impact” (Albright et al., 2022; Collective Impact Forum, 2016; Kania et al., 2021; Library of the Future, n.d.; Lynn et. al, 2018; Paschalville Partnership, n.d.; Veccharelli, J. 2018; Williams-Cockfield, K., 2022; Wojceichowska, M. D., 2021). Table 1 provides an outline of the program agenda.
Program Agenda
Activity
Duration
Introduction to the Project and the Panelists: Williams-Cockfield, Mehra
5 Minutes
Discussion of Selected Chapters
● Lynn Silipigni Connaway – “The Library Serves as an Amplifier and Connector to the Community it Serves: Building Bridges to Legal Assistance”
● Christine D’Arpa – “Sustaining Ourselves, Sustaining Relationships, Sustaining Communities”
● Amber Matthews – Anti-racism in Practice: The Development of a Black Community Public Library in Canada”
● Yong Ju Jung – “A Small Library Making Big Changes: A Case Study of the Baramsup Library”
● Sarah Ryan – “Public Libraries as Key Knowledge Infrastructure Need to Empower Communities, Promote Economic Development, and Foster Social Justice”
40 Minutes
Chapter Q&A
10 Minutes
Breakout, Small Group Sessions - How Does Your Work Relate to the SDGs?
20 Minutes
Debrief of Breakout Sessions and Conclusion: Williams-Cockfield, Mehra
15 Minutes
Table 1: Williams, K. (2024)
By the conclusion of this panel, participants should understand how public libraries impact social change in communities and ideas for public library programming that supports the SDGs. Educators will have concrete examples that can be used as case studies in the classroom
Pulling Back the Curtain: Preparing Students for the Academic Job Interview
Get PDFThe LIBS 6810: Academic Libraries course offered in the Master of Library Science Program at East Carolina University was originally structured to offer students a broad overview of working in academic libraries. To insert more practicality into the course, the author expanded two assignments to move students from completing hypothetical plans related to their future careers, to identifying a position to apply for and participating in a job talk interview with a mock search committee of professionals in the field. Students’ reflections indicate the updated assignments had the benefit of revealing the realities of the academic job search process and building students’ confidence in their ability to obtain a position after graduation. This case study details the activities and to update the assignments, shares students’ reflections on the activities, and offers recommendations for structuring the assignments and the course for others interested in applying the same approach
"We Move": How Florida School Librarians are Protecting Controversial Titles and Navigating a Legally Perilous Environment
Get PDFUsing a mixed method approach and informed by Noelle-Neumann’s Spiral of Silence Theory, this study examines the impact on school librarians of recent legislation in Florida that has facilitated widespread materials challenges and removals of titles in public school libraries across the state. Participants were presented with several series of questions that included their comfortability with collecting materials that could potentially be considered controversial, and their perceptions of support for their collection development decisions by stakeholders including principals, parents, colleagues, and their community. Additional series of questions focused on the participants’ experience with self-censorship and their familiarity with both Florida State law and federal case law that pertains to students’ First Amendment and intellectual freedom rights. Multiple, successive rounds of recruitment yielded 49 survey participants and 9 interviewees. Preliminary analysis suggests that Florida school librarians increasingly rely on professional reviews to both guide their selection choices as well as protect themselves in the event of a materials challenge. Additionally, although a large majority of the respondents indicated strong support for intellectual freedom, many avoid selecting materials perceived as controversial to avoid controversy. However, the data also suggest that communication, collaboration, and involvement with like-minded individuals and organizations can be key mitigators of self-censorship and appear to offer a fruitful avenue to assist Florida school librarians in navigating the current environment. Finally, Florida school librarians appear to have a more robust awareness and deeper understanding of state laws compared to the federal case law that provides critical context