IOPN Journals (Illinois Open Publishing Network)
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Research on Information Literacy for All in China: The Practical Exploration of the “Three Realistic Scenarios Content System”
Get PDFIn recent years, information literacy and its education have gradually attracted wide attention from all countries in the world. With the social progress, scientific and technological development and the continuous change of information education environment, the traditional system has been difficult to meet the public’s needs for information literacy education, personal development and lifelong learning. The research has built a new information literacy education system based on the three scenarios of life, study and work. Compared with other information literacy education systems in China over the past 40 years, the biggest highlight of this system is that it transforms various daily information search needs into three simple scenarios of life, study and work, which can serve all age groups
Examining librarians’ practices of facilitating learning in makerspaces
Get PDFThe purpose of this project is to understand how practitioners conceptualize learning and facilitate learning that takes place in makerspaces in public libraries. While research has highlighted the educational benefits of learning through making in makerspaces, library practitioners may lack the specialized knowledge required to support informal learning, including using emerging equipment and software, and scaffolding activities that promote learning (Koh & Abbas, 2016; Li & Todd, 2019). This qualitative study employs individual semi-structured interviews with makerspace managers and facilitators from public libraries to understand their perspectives. Five interviews have been conducted so far, with additional interviews expected. Preliminary data analysis indicates that practitioners perceive learning as predominantly occurring during demonstrations of equipment and software use. Project-based learning is also noted as a key aspect of makerspaces. Practitioners identified challenges associated with facilitating learning in these environments, including limited time available to work with individual patrons. This study’s findings will have practical implications for librarians and library science educators to better equip future makerspace practitioners
Autism Knowledge, Awareness, Misinformation and Stigma: A Mixed-Methods Study
Get PDFRecent research has indicated a notable increase in the prevalence of autism spectrum disorders. Alongside this trend, concerns have grown regarding the shifting perceptions, behaviors, and understanding of autism, primarily due to the proliferation of misinformation on social media. This study aims to examine the dissemination of autism-related information over time, addressing a significant research gap regarding autism knowledge, awareness, misinformation, and stigmatization. The knowledge, attitudes, and behavior (KAB) model is employed to establish a deeper understanding of the interrelationships among various autism variables such as knowledge, awareness, and stigmatization. Additionally, this research explores the relationship between cultural beliefs, social norms, and misinformation on autism knowledge, awareness, and stigmatization. Employing a mixed-methods approach involving a systematic literature review and a web-based survey, the study utilizes the systematic review to gain insights into the diffusion of autism knowledge, awareness, stigma, and misinformation. The survey serves to validate the findings from the systematic review and to examine the correlations between these autism variables. By adopting an evidence-based approach, this research endeavors to shed light on various aspects of autism via dissemination of autism-related information. Findings from this study might potentially aid to identify the sources of autism misinformation and offer strategies to mitigate autism misinformation, thereby fostering a more positive environment for the autism community
Decolonizing LIS Journal Publishing in International Context: Addressing the Equity, Diversity, Inclusion, Accessibility, and Development Gap
Get PDFIn moving beyond words and taking action on diversity in the library and information field globally, equity, inclusion, accessibility and development need to be addressed. Diversity has been espoused to address inequality in our field including the lack of diverse representation in our professional and faculty ranks; women, ethno-racial minorities and developing nations being disadvantaged in science publishing; BIPOC (Black, Indigenous, and people of color) voices not represented in our collections; and discrimination, harassment and lack of accommodation in the workplace and in education. Inequality is experienced globally and has been created and maintained by systems and structures that advantage and privilege some (mainstream society or majority culture), and discriminate against others. Recently, and especially, since the 2020 murder of George Floyd, there have been calls to decolonize knowledge and the academy as a strategy that recognizes systemic barriers, and critically engages and deconstructs inequitable structures in knowledge systems. What implications do decolonizing journal publishing in library and information science (LIS) have for equity, diversity, inclusion, accessibility, and development (EDIAD), and how do we go about doing this in an international context?
The issues raised by these questions are being engaged from an antiracism and inclusion lens by different organizations and coalitions. For example, the Coalition for Diversity and Inclusion in Scholarly Communications (C4DISC) https://c4disc.org/, initiated in June 2017 by representatives of 10 trade and professional associations in scholarly communications, which aims to address diversity and inclusion issues in scholarly publishing, has published four important toolkits for equity https://c4disc.org/toolkits-for-equity/, namely: Guidelines on Inclusive Language and Images in Scholarly Communication; the Antiracism Toolkit for Allies; the Antiracism Toolkit for Black, Indigenous, and People of Color; and the Antiracism Toolkit for Organizations. To understand the realities of systemic oppression, The Scholarly Kitchen published “On Being Excluded: Testimonies by People of Color in Scholarly Publishing” (Part I in April 2018 https://scholarlykitchen.sspnet.org/2018/04/04/excluded-testimonies-people-color-scholarly-publishing/ and Part II in May 2018 https://scholarlykitchen.sspnet.org/2018/05/10/excluded-testimonies-people-color-scholarly-publishing-part-ii/). In 2022, a learning lab at the Annual American Library Association (ALA) Conference, explored individual and collective actions to decolonize LIS journal publishing internationally.
This panel will focus on examining ways to decolonize LIS journal publishing internationally, in content and practice, through bearing witness to publishing injustice, identification of factors that create inequalities in publishing, and development of strategies to decolonize LIS journal publishing. The panel will set the context, introduce past work, engage the participants in critical discussion of bias in LIS journal publishing that will challenge them to consider solutions, which will be followed by interactive engagement on short-term (1-2y), mid-term (3-5y), and long-term (>5y) actions to decolonize LIS journal publishing in international context. The panel will be co-facilitated by the co-editors of Library Trends, and the speakers will include editors and authors who will provide testimonies and share their expertise.
Jaya Raju will bring a global south perspective in deconstructing inequitable ‘colonial’ structures, systemic barriers and injustices in current LIS journal publishing, and within this context, problematize the concept of decolonization. "Decolonization demands more than understanding the predatory modes of settler colonialism for resistance to them (as is often the stated goal within settler colonial studies), but also the resurgence of alternative modes of being, alternative futures." (Ritskes, 2016)
Clara M. Chu will present the outcomes from the 2022 ALA learning lab engagement, sharing the short-, mid-, and long-term actions that LIS professionals and stakeholders prioritized. This data will set the context to stimulate continued discussion in the proposed session, and from which a complementary action agenda can be created.
Bharat Mehra will interrogate past injustices and current systemic inequalities in LIS journal publishing and discuss actual/potential actions, drawing on select experiences and multiple perspectives from the vantage positionality as existing member of several journal editorial boards, author/co-author of >180 publications on EDIA/international social justice content, book Series Editor of Advances in Librarianship (Emerald Group Publishing), PI/co-PI on EDIA-related grants, and as the EBSCO Endowed Chair in Social Justice and Professor in a white-entrenched institution.
All three speakers, in presenting their unique and diverse perspectives and expert knowledge, will address questions associated with the implications of decolonizing journal publishing in LIS for equity, diversity, inclusion, accessibility, and development, and how to navigate the challenging international terrain for transformational change. Robust interaction with the audience of academics, researchers, and professionals will also allow for engagement with these important questions to generate effective solutions and actions.
Educators, scholars, students, and other stakeholders in LIS are invited to engage in this session to understand past injustices, acknowledge current systemic inequalities, and spell out ways to decolonize LIS journal publishing. They will also participate in setting an action agenda where LIS journal publishing is a generative and transformative space that embraces multiple ways of knowing and counters suppression, subversion, resistance and silencing of non-Western epistemologies, non-scientific methods, and other modes of knowledge production
Professional Competencies of Canadian LIS Graduates
Get PDFThis study aims to determine current competencies necessary for graduates of Canadian library and information science (LIS) programs. Perspectives from different communities of interest, including current students and graduates from LIS programs, staff and employers of LIS graduates, and library school faculty (full-time and contingent) from across Canada were gathered via a nationally disseminated survey in 2023. Competency areas include general skills as well as communication, user services, management, and technology. Early findings suggest the importance of established areas of practice, such as selecting and evaluating resources, while emergent areas of priority were also identified, including the importance of equity, diversity, and inclusion, and understanding the responsibilities of libraries in decolonization, Indigenization, and reconciliation efforts
Leveraging GIS and ChatGPT for Social Goods and Higher Education
Get PDF GIS (Geographic Information System) is a powerful tool for managing, analyzing, and presenting spatial data. It has a wide range of applications for social goods, from mapping public services (data) to analyzing the spatial distribution of information resources and use. On the other hand, ChatGPT is an AI-based chatbot that engages in natural language conversations with users. It can be trained to answer questions, provide assistance, and facilitate learning in social services and higher education. Our research combines the two technologies to find innovative and efficient ways of delivering social services and improved LIS education. For example, GIS can map out the locations of library resources, patron demographics, local history, and support other services (i.e., crisis responses). ChatGPT can provide personalized assistance and information to users based on their location and preferences. We intend to use GIS + ChatGPT to create more accessible services/APPs for the underrepresented population in community or higher education. Utilizing GIS and ChatGPT (and other generative AI services) will create more accessible and convenient ways for users to access public data, especially for the seniors and new immigrants in the Great Chicago Area. We will also explore new initiatives to improve the librarian’s professional training in “Content Engineering” and “Prompt Engineering” in the era of AI. We will also focus on the ethical implications of these technologies and ensure that they are used to respect user privacy and promote equitable access to quality information services and social justice
Society Structures from Anime-Cyberpunk to Postcyberpunk.: City Imagery in Ghost in the Shell and Psycho-Pass
Get PDFThis paper analyzes the imagery of cities as depicted in the cyberpunk anime Ghost in the Shell (1995) and the post-cyberpunk anime series Psycho-Pass (2012). In these works, the filmic city is employed as a signifier for societal structures, and changes in these visual signifiers thus depict the shift from cyberpunk, which focuses the autonomous subject, to post-cyberpunk, which focuses on technologicalsocieties. Different depictions of society and the role of the individual subject within it are made apparent. The predominant bottom-up direction of view in Ghost in the Shell suggests a technological dystopia that the protagonist seeks to elude, while an upper-lower dichotomy in Psycho-Pass offers subjects a means of remaining within society. Certain concepts of Japanese architecture, urbanity, and postmodernity are employed to conceptualize and visualize these key differences. This project concludes that Ghost in the Shell depicts a dystopian society whose postmodern superficiality prohibits the protagonist from becoming autonomous, while Psycho-Pass acknowledges that postmodern signification does not equal material existence. Postmodern globality is evident in Ghost in the Shell, while Psycho-Pass takes a more nationalist and autocratic approach to society
Black Butler: A Neo-Victorian Jack the Ripper and the Child Detective
No full textIn Toboso Yana’s anime Black Butler, she pairs the figures of the child detective with Jack the Ripper to arrive at a complex array of meanings. The Ripper figure continues to have one of the most popular afterlives following its original context of Victorian Britain, with numerous contemporary iterations and adaptations of the 1888 murders visible across contemporary popular culture. This article examines the characteristics that Black Butler’s child detective Ciel Phantomhive has in common with the Ripper (tragic histories, violent behavior, and the strategic use of knowledge). I begin by contextualizing Black Butler in regards to Japanese literature, a world literature framework, and the neo-Victorian genre alike. I then turn to analyzing how Ciel deploys the knowledge he gains from the Ripper case to legitimize himself; he both unravels the mystery of this figure and allows it to persist. In essence, the Ripper phenomenon garners such interest precisely because it is a mystery, and Ciel capitalizes on the same uncertainties and (lack of) knowledge as a form of power
Using The Physical Academic Library to Cope with Academic Stress
No full textEven before the Covid-19 pandemic, academic stress was a constant and prevalent problem for college students around the world. Colleges and universities, and their academic libraries, have developed various interventions to assist students in their stress management. Research has investigated how students manage academic stress on their own. Yet there has been little research into how students use libraries as a mechanism to manage their academic stress. This qualitative study uses a grounded theory approach to evaluate students’ use of the library’s physical space (the physical library) to cope with their academic stress. Data was collected through a series of focus groups conducted in the beginning of the Covid-19 pandemic. This study found three categories of students’ use of the physical library. All three can be seen to represent mechanisms for coping with stress, indicating that student use of the library is, by itself, a strategy used by students to cope with their academic stress