Evaluating The Value and Impact of Makerspaces on Public Libraries

This study addresses the need to evaluate the value and impact of a public library makerspace broadly at the organizational level. Since they first appeared in U.S. libraries in 2011, once viewed as a trend or an emerging service, nowadays a number of libraries incorporate makerspaces or maker programs as part of their core, regular services. While existing literature on makerspace evaluation primarily focuses on individual learning outcomes (e.g., STEM learning), our study found the value of makerspaces to their libraries. Thirteen focus groups were conducted in three public libraries in Illinois, engaging forty-two participants including users, non-users, teens, staff members, and community stakeholders. Data unveiled that makerspaces support libraries\u27 missions in new and expanded ways, upholding core values of librarianship; change people\u27s perceptions of libraries and increase pride in their libraries; and attract new community members and encourage broader usage of library services.

Implications and Potential Impacts of Information Behavior Research

This pilot study identifies how information behavior (IB) researchers address implications and potential impacts of their study results—the “so what?” questions. Thirty IB research articles were randomly selected from refereed journals published in the U.S. and Canada between 2008 and 2012. Each article was coded to capture types and characteristics of their stated implications. Twenty-three articles offered practical implications and seven provided both scholarly and practical implications. This poster presents the patterns of implications generated by the articles analyzed. We make suggestions to facilitate generating stronger implications, which will ultimately strengthen the impact of IB studies and contribute to advancing IB research.ye

Practical and scholarly implications of information behavior research: A pilot study of research literature

Introduction. This pilot study examined how current information behaviour research addresses the implications and potential impacts of its findings. The goal was to understand what implications and contributions the field has made and how effectively authors communicate implications of their findings. Methods. We conducted a content analysis of 30 randomly selected refereed research papers on information behaviour published between 2008 and 2012 in the U.S. and Canada. Analysis. Analysed elements included journal, year, author affiliation, types of implications, theory, methodology, context and scope of implications, location of implications, intended audience, beneficiaries, and future research. Results. Twenty-three papers offered practical implications; seven included both practical and scholarly implications. Only eight papers referenced theory and of these, only three generated theoretical implications. Seventy percent of studies discussed practical implications for librarians and archivists. Implications were often context-bound in that they related to a particular group or environment. Conclusion. The impact of information behaviour research encompasses a range of areas. A stronger relationship between theory, practice and research must be achieved to advance the field. To facilitate generation of stronger implications, we proposed six components of implications and suggested criteria for strong, moderate and weak research implications.Ye

Radical Change in Library Learning Spaces: Research on Makerspaces: Panel Presentation

Makerspaces are innovative learning spaces where the concepts of Radical Change are manifested in both resources and user behaviors. This panel features five cutting-edge research projects on Makerspaces across the country. The audience will learn about library Makerspaces and discuss their implications for LIS educators and researchers

Increase of Ceftazidime- and Fluoroquinolone-Resistant Klebsiella pneumoniae and Imipenem-Resistant Acinetobacter spp. in Korea: Analysis of KONSAR Study Data from 2005 and 2007

PURPOSE: Antimicrobial resistance monitoring could be a useful source of information for treating and controlling nosocomial infections. We analyzed antimicrobial resistance data generated by Korean Hospitals and by a commercial laboratory in 2005 and 2007. MATERIALS AND METHODS: Susceptibility data for 2005 and 2007 were collected from 37 and 41 hospitals, respectively, and from one commercial laboratory. Intermediate susceptibility was not included in the calculation of resistance rates. RESULTS: Methicillin-resistant Staphylococcus aureus (MRSA) (64%), third-generation cephalosporin-resistant Klebsiella pneumoniae (29%), fluoroquinolone-resistant Escherichia coli (27%), Pseudomonas aeruginosa (33%), and Acinetobacter spp. (48%), and amikacin-resistant P. aeruginosa (19%) and Acinetobacter spp. (37%) were prevalent in hospitals in 2007. A gradual increase of vancomycin-resistant Enterococcus faecium and imipenem-resistant Acinetobacter spp. was observed. Higher incidences of thirdgeneration cephalosporin-resistant E. coli and K. pneumoniae and imipenemresistant P. aeruginosa were found in the commercial laboratory than in the hospitals. CONCLUSION: Methicillin-resistant S. aureus, third-generation cephalosporin- resistant K. pneumoniae, and fluoroquinolone-resistant E. coli, P. aeruginosa and Acinetobacter spp. remain prevalent in Korea, while the incidence of vancomycin-resistant E. faecium and imipenem-resistant Acinetobacter spp. has increased gradually. The higher prevalences of third-generation cephalosporinresistant E. coli and K. pneumoniae, and imipenem-resistant P. aeruginosa in the commercial laboratory are a new concern.ope

Exploring innovative pedagogies in a global information context

SIG Innovative Pedagogies offers a panel that includes four sets of speakers who examine innovative pedagogies for LIS education in a global information context. Each presentation features a different innovative pedagogical approach. Presentations are followed by an interactive discussion period, and attendees are invited to continue the conversation after the program via Twitter. Kyungwon Koh and Alaine Martaus discuss Design thinking for teaching the foundations of librarianship, showing how design thinking can be a tool of innovation for teaching core courses in LIS graduate programs. Their talk also features examples of how they applied design thinking in their course designs, and includes details about course assignments, student projects, and reflections. Denice Adkins and Nina Exner show how Using Library Carpentry methods and resources in the LIS classroom can be used for technology training in LIS education programs. This presentation provides an overview of the Library Carpentry instructional approach and shows how it is different from traditional LIS classroom instruction. Adkins and Exner conclude with an overview of Library Carpentry lesson design principles and standards that can be used for LIS classrooms and LIS practitioner training. Vandana Singh discusses Integrating professional librarians into open source software (OSS) communities. Singh notes that professional librarians are increasingly integrated into OSS communities, and she shows how this integration has inspired an innovative participatory action model for OSS that can be used to guide curricula for current LIS students as well as continuing education programs for working practitioners. In Gender, community and narrative: Exploring the social aspects of fanfiction, Kristen Schuster and Brittany Kelley show how creative aspects of fanfiction contributes to the development and maintenance of social networks, which in turn facilitates deeper and transferrable forms of learning and literacy. In this talk, Schuster and Kelley combine learning theory and information behavior models into a framework for teaching literacy and information-seeking practices

Three Cases of Moraxella osloensis Meningitis: A Difficult Experience in Species Identification and Determination of Clinical Significance

We had three cases of Moraxella osloensis meningitis. The species identification was impossible by conventional and commercial phenotypic tests. However, we could identify the species using the 16S rRNA gene sequencing. Determination of clinical significance was difficult in one patient. All three patients recovered by appropriate antimicrobial therapy

Youth services in the global learning community

The Youth Services SIG proposes a panel of six presentations focusing on youth, learning, and information in a global context. The purpose of the SIG session is (a) to present a diversity of current research that investigates youth learning in a global context, and (b) to engage the audience in discussing to what extent our teaching, research, service efforts account for the global context and exploring future directions for youth services in equipping contemporary young people for this diverse and global world. The peer-reviewed projects featured in the panel demonstrate youth services librarianship plays a critical role in youth learning in a global context, whether through public library story time, new literacy and fake news curriculums, community engagement and informal learning programs, graphic novels, or young adult literature on or for LGBTQAI+ (an inclusive term that refers to most all sexual and gender identities). Each presentation addresses this year’s conference theme, Exploring Learning in a Global Information Context, in a different, yet significant manner. These projects highlight how youth-centered librarianship promotes learning, global citizenship, global literacy, and cultural understandings and diversity—key competencies in the global information context. The panel will begin with a brief introduction by the moderators (5 minutes). A presentation on each project will follow (maximum 10 minutes per project—total 60 minutes). Finally, the panelists will engage the audience, opening the floor to questions and discussions on the implications for LIS educators and researchers (25 minutes)

Toward a Theoretical Framework for Digital Age Information Behavior of Youth

1. BACKGROUND Recent studies in various disciplines???such as Education, Communication, Media Studies, Psychology, Law, Business, Sociology, and Library and Information Studies [LIS]???suggest that today???s young people think, learn, socialize, shape identity, and seek information differently in this digital information age, the era of Web 2.0 and of participatory culture [1]. Several terms are applied to describe members of this unique generation who are growing up immersed in digital technologies from the start of their lives, including the Net Generation, Generation M (M for Media), 21st century learners/ students, Digital Natives, and digital age youth. In general, researchers define these groups as including individuals who were born after a certain year, ranging from 1978 -1989. 2. PROBLEM STATEMENT The study assumes that contemporary youth???s predominant engagement in digital media culture influences many aspects of their lives and results in some fundamental changes in their information behavior from the social constructivist point of view. For example, they use multiple media sources to seek information, are exposed to an increased array of information with diverse perspectives, actively create information, and exhibit interactive, nonlinear, and collaborative information behaviors. Since the attributes are quite different from those of traditional information behaviors, it is important to understand digital age youth???s approaches to information seeking and provide information services that match their new characteristics and patterns. Yet, few theoretical frameworks and empirical studies exist to identify and explain changes in digital age youth information behavior in iField. The most recent national guidelines and standards for school libraries reflect the momentous changes for learners in the digital age, addressing multiple literacies, a continuing expansion of information and the social nature of learning facilitated by digital technology. However, youth information behavior models and frameworks have not been updated to manifest the changing notion of information literacy, which has become more complex, as well as the variety of information behaviors in youth everyday life. 3. RADICAL CHANGE THEORY The theory of Radical Change proposes that three digital age principles???Interactivity, Connectivity, and Access???explain changes in youth information resources and behaviors in the digital age [2]. A typology with three types of changes, each with indicators, operationalizes the theory for identification/ explanation of changes in information resources. The theory, however, has been applied to information behavior of youth without such a typology. Therefore, the proposed study seeks to further develop the theory by establishing a typology (or model) and accompanying variables that address young people???s (a) cognitive status, (b) identify/value negotiation and information creation, and (c) social interaction during their interaction with information. The Radical Change theory with a new model resulted from the proposed study will help understand youth information-related activities as a whole and their interrelationships, not just studies of individual tasks or search sessions isolated from the context. 4. RESEARCH PURPOSE This proposed research aims to understand contemporary young people???s information behavior in the digital age based on a solid theoretical and empirical ground. In particular, the exploratory study focuses on new and distinctive behaviors of youth who are engaged with digital media culture. The theoretical and empirical processes of the study result in adding to the original Radical Change theory a model that identifies the key characteristics of youth information behaviors in the digital age. 5. RESEARCH QUESTIONS The study???s research questions are: 1. What are the key characteristics of youth information behavior in the digital age? 1) How do digital age youth seek information and learn? (Cognitive aspects of information seeking) 2) How do digital age youth perceive themselves and others? What part does the creation of information play in negotiating values and forming identities? (Identity, value negotiation; information creation) 3) How do digital age youth access information and seek community? (Information access; collaborative, participatory community seeking) 2. How can Radical Change theory, including a newly added model through the current study, be used to describe, explain, or predict youth information behavior? 6. METHODOLOGY The study employs a qualitative research design due to its exploratory and holistic nature. A three-phased qualitative methodology design is developed, where each phase must be conducted sequentially because the results of the previous phase will inform and lead to the specific design of the subsequent data collection and analysis. Phases One and Two are intended to answer Research Question 1 (i.e., what are the key characteristics of youth information behavior in the digital age?) and aim at creation and validation of the model of digital age youth information behavior, respectively. Phase Three applies and tests the model in a specific phenomenon of youth formation behavior in this age, focusing on Research Question 2 (i.e., how can Radical Change theory, including the new model of key characteristics, be used to describe, explain, or predict youth information behavior?). Phase One is a content analysis of existing research studies (creating a model of digital age youth information behavior). Phase Two consists of focus group interviews with a public library Teen Advisory Board, a group of approximately 8 ??? 10 youth ages 13 ??? 18, (enhancing credibility of the model from the perspective of youth). Phrase Three will be a document analysis of the ThinkQuest Web database, a collaborative online learning platform in which students work across city, state, and country borders to create learning projects. ThinkQuest students are chosen because they are actively engaged in activities using digital media; this population will provide a valid answer to the question of whether Radical Change Theory can describe, explain, or predict information behavior of digital age youth. Data to be analyzed include each element of the ThinkQuest Project, Competition, and Library, followed by online chat interviews with 3- 6 student participants who collaborate to create a ThinkQuest project. It is expected that Phase Three will demonstrate the applicability of the model to explain a specific phenomena of youth information behavior. The target population for the entire study is digital age youth in the U.S., 5 ??? 18 year olds. Students of all ages will be covered in the content analysis of research in Phase One. Phases Two and Three will focus on a sample of older youth, ages 13 ??? 18, in order to examine more active participation and interaction with digital media with relatively greater autonomy. Collected data will be analyzed using Atlas.ti software for qualitative data analysis. 7. LIMITATION/SCOPE The study does not conduct a comparative study of information behaviors between older generations and digital age youth. In order to see if some of the noticeable characteristics in today???s youth information behaviors are really new, it might be ideal to compare current young people???s information behavior and the information behavior of older generations in their childhood, to the extent that such data is available. However, the research does not study youth information behavior historically for comparison purposes, because the goal of the study is to enhance understanding of today???s young people and serve them better. Some of the radical change characteristics identified by the study may have also existed to some extent in the past (though they are much more prevalent nowadays), but this fact does not mitigate the importance of understanding such characteristics to provide relevant library and information services for youth in the digital age. Also, the study focuses on the processes (including cognitive process) or actions while youth engage in information-related activities. Therefore, it is not intended to assess if and how information needs of today???s young people have been changing. Assessing information needs of youth in the digital age is beyond the scope of the study. 8. CONCLUSION Today???s young people are engaged in a variety of information activities, and the ways that they interact with information have changed significantly within the past two decades. It is important to understand the changing nature of youth information behavior in order to provide relevant and updated information services for youth that match their unique patterns and approaches to information. Applying the theory of Radical Change, the study suggests that contemporary youth information behavior shows distinct features due to the characteristics of the digital society, which include the digital principles of Interactivity, Connectivity, and Access proposed by the theory. Multiple phases of qualitative research develop and add a new model, which identifies key types and characteristics of digital age youth information behavior, to the Radical Change theory. The most significant scholarly contributions of the proposed research include a theoretical contribution to iField, which provides a new perspective and potential for encouraging research on youth information behavior in the digital age

Radical Change Theory, Youth Information Behavior, and School Libraries

School libraries confront significant changes in the digital age, the age of Web 2.0 and of participatory culture. Radical Change theory, based on the digital age principles of interactivity, connectivity, and access, is germane to understanding these transformations. The theory was originally developed to explain changes in digital age books for youth. It is expanded here through the creation of a typology and accompanying characteristics that address how digital age youth think and seek information; perceive themselves and others; and access information and seek community. As a basis for their typology, the authors provide detailed evidence from an extensive interdisciplinary review of research literature concerning youth information behavior. Also proposed is a multistage research agenda that involves applying Radical Change theory in various school library settings for proof of concept followed by an exploration of potential associations between digital age youth information behaviors and twenty-first-century learning skills. This theory development will assist in determining what implications the new information behaviors and resources have for libraries, schools, and other information environments and how information professionals can better help youth become skilled twenty-first-century information seekers.published or submitted for publicatio