Losing It: Strategies for Reducing Archival Collection Backlogs

Archival backlogs have been discussed at length in professional literature and been the focus of many specially funded projects over the years. However, little is written about the successes and failures of these “elimination” projects, leaving institutions with minimal guidance for reducing their own un- or under-processed collection backlogs. This article will share details of a three-year archival backlog elimination project at the University of Nevada, Las Vegas and provide strategies for institutions planning to begin their own project. The authors will discuss project staffing models and accounting for turnover, establishing and re-evaluating project priorities, creating workflow and documentation strategies, and sharing communication and team building recommendations

Organizational level responses to the COVID-19 outbreak : challenges, strategies and framework for academic institutions

The outbreak of the novel coronavirus, severe acute respiratory syndrome (SARS)–CoV-2, has gained unprecedented global attention. SARS-CoV-2, which causes the newly described coronavirus disease 2019 (COVID-19), has affected millions of people and led to over 1.9 million deaths worldwide by the beginning of January 2021. Several governments have opted for lockdown as one of the measures to combat the rapidly increasing number of COVID-19 cases. Academic institutions (i.e., universities, colleges, research centers and national laboratories), which are home to thousands of students, researchers, technicians, and administrative staff, have strictly followed government regulations. Due to the lockdown, the majority of academics have been facing various challenges, especially in transitioning from classroom to remote teaching and conducting research activities from a home office. This article from an early-career researchers’ perspective addresses the common challenges that academic institutions have encountered and possible strategies they have adopted to mitigate those challenges at the individual organizational level. Furthermore, we propose a framework to facilitate the handling of such crisis in any near future at the organizational level. We hope academics, policymakers and (non) government organizations across the globe will find this perspective a call to better improve the overall infrastructure of academic institutions

Cyberspace or Face-to-Face: The Teachable Moment and Changing Reference Mediums.

This article considers the teaching role of reference librarians by studying the teachable moment in reference transactions, and users’ response to that instruction. An empirical study of instruction was conducted in both virtual and traditional reference milieus, examining the following three services: IM (Instant Messaging), chat, and face-to-face reference. The authors used the same criteria in separate studies of all three services to determine if librarians provided analogous levels of instruction and what factors influenced the likelihood of instruction. Methodology employed included transcript analysis, observation, and patron surveys. Findings indicated that patrons wanted instruction in their reference transactions, regardless of medium, and that librarians provided it. However, instructional techniques used by librarians in virtual reference differ somewhat from those used at the reference desk. The authors conclude that reference transactions, in any medium, represent the patron’s point-of-need, thereby presenting the ideal teachable moment

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Supporting Collaboration in Introductory Programming Classes Taught in Hybrid Mode: A Participatory Design Study

Hybrid learning modalities, where learners can attend a course in-person or remotely, have gained particular significance in post-pandemic educational settings. In introductory programming courses, novices' learning behaviour in the collaborative context of classrooms differs in hybrid mode from that of a traditional setting. Reflections from conducting an introductory programming course in hybrid mode led us to recognise the need for re-designing programming tools to support students' collaborative learning practices. We conducted a participatory design study with nine students, directly engaging them in design to understand their interaction needs in hybrid pedagogical setups to enable effective collaboration during learning. Our findings first highlighted the difficulties that learners face in hybrid modes. The results then revealed learners' preferences for design functionalities to enable collective notions, communication, autonomy, and regulation. Based on our findings, we discuss design principles and implications to inform the future design of collaborative programming environments for hybrid modes

The Globalization of Evidence-Based Policing

Chapter 10: The LEADS Academics Program: Building Sustainable Police-Research Partnerships in the Pursuit of Evidence-Based Policing Evidence-based policing is based on the straightforward, but powerful, idea that crime prevention and crime control policy should be based on what works best in promoting public safety, as determined by the best available scientific evidence. Bringing together leading academics and practitioners, this book explores a wide range of case studies from around the world that best exemplify the integration of scientific evidence in contemporary policing processes. Chapters explore the transfer of scientific knowledge to the practice community, the role of officers in conducting police-led science, connection of work between police researchers and practitioners, and how evidence-based policing can be incorporated in daily police functions. The Globalization of Evidence-Based Policing is written for both researchers and practitioners interested in ensuring that scientific research is at center stage in policing. Agencies (including law enforcement agencies, research centers, and institutions of higher learning) can look to these case studies as road maps to better foster an evidence-based approach to crime prevention and crime control. Those already committed to evidence-based policing can look to these chapters to ensure that evidence-based policing is firmly institutionalized within their agencies. Accessible and compelling, this book is essential reading for all those interested in learning more about and doing more to bring about evidence-based policing.https://digitalcommons.unomaha.edu/facultybooks/1349/thumbnail.jp

Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3.

Prospero's Island is an immersive theatre project created by Punchdrunk Enrichment and sponsored by Learning Partner, London Borough of Hackney (Hackney Learning Trust). The project sought to inspire and motivate students’ engagement with the English curriculum, and to develop an immersive approach to teaching literacy that would improve students’ learning. Prospero’s Island took place in a secondary academy in Hackney, London over two school terms (autumn 2014-spring 2015). The project was embedded in existing schemes of work, and included the following elements: • An immersive theatre installation for Year 7-8 students (aged 11-13 years); this took the form of an interactive game based on The Tempest; over a two-week period groups of students participated in this experience for a morning or afternoon (autumn term); • A Teaching and Learning Day (TALD) and eight twilight CPD sessions on immersive learning techniques for school staff and teachers across London (autumn term); • A return to the installation for one lesson, led by English teachers (autumn term); • Follow-on work by teachers to develop immersive learning in English lessons (spring term); • An independent evaluation of the project (autumn and spring terms)

Entire Issue Volume 30

Complete issue of Vol. 30 of The Primary Source