SLUDGE WASHING AND DEMONSTRATION OF THE DWPF FLOWSHEET IN THE SRNL SHIELDED CELLS FOR SLUDGE BATCH 5 QUALIFICATION

Sludge Batch 5 (SB5) is predominantly a combination of H-modified (HM) sludge from Tank 11 that underwent aluminum dissolution in late 2007 to reduce the total mass of sludge solids and aluminum being fed to the Defense Waste Processing Facility (DWPF) and Purex sludge transferred from Tank 7. Following aluminum dissolution, the addition of Tank 7 sludge and excess Pu to Tank 51, Liquid Waste Operations (LWO) provided the Savannah River National Laboratory (SRNL) a 3-L sample of Tank 51 sludge for SB5 qualification. SB5 qualification included washing the sample per LWO plans/projections (including the addition of a Pu/Be stream from H Canyon), DWPF Chemical Process Cell (CPC) simulations, waste glass fabrication (vitrification), and waste glass chemical durability evaluation. This report documents: (1) The washing (addition of water to dilute the sludge supernatant) and concentration (decanting of supernatant) of the Tank 51 qualification sample to adjust sodium content and weight percent insoluble solids to Tank Farm projections. (2) The performance of a DWPF CPC simulation using the washed Tank 51 sample. This includes a Sludge Receipt and Adjustment Tank (SRAT) cycle, where acid is added to the sludge to destroy nitrite and remove mercury, and a Slurry Mix Evaporator (SME) cycle, where glass frit is added to the sludge in preparation for vitrification. The SME cycle also included replication of five canister decontamination additions and concentrations. Processing parameters for the CPC processing were based on work with a non radioactive simulant. (3) Vitrification of a portion of the SME product and Product Consistency Test (PCT) evaluation of the resulting glass. (4) Rheology measurements of the initial slurry samples and samples after each phase of CPC processing. This work is controlled by a Task Technical and Quality Assurance Plan (TTQAP) , and analyses are guided by an Analytical Study Plan. This work is Technical Baseline Research and Development (R&D) for the DWPF

Library Supported Open Access Funds: Criteria, Impact, and Viability

Objective – This study analyzes scholarly publications supported by library open access funds, including author demographics, journal trends, and article impact. It also identifies and summarizes open access fund criteria and viability. The goal is to better understand the sustainability of open access funds, as well as identify potential best practices for institutions with open access funds.Methods – Publication data was solicited from universities with open access (OA) funds, and supplemented with publication and author metrics, including Journal Impact Factor, Altmetric Attention Score, and author h-index. Additionally, data was collected from OA fund websites, including fund criteria and guidelines.Results – Library OA funds tend to support faculty in science and medical fields. Impact varied widely, especially between disciplines, but a limited measurement indicated an overall smaller relative impact of publications funded by library OA funds. Many open access funds operate using similar criteria related to author and publication eligibility, which seem to be largely successful at avoiding the funding of articles published in predatory journals.Conclusions – Libraries have successfully funded many publications using criteria that could constitute best practices in this area. However, institutions with OA funds may need to identify opportunities to increase support for high-impact publications, as well as consider the financial stability of these funds. Alternative models for OA support are discussed in the context of an ever-changing open access landscape

“We’re a Little Different:” Business Information Literacy Perspectives on the ACRL Framework

The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of the Framework include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find Authority Is Constructed and Contextual, Information Has Value, and Searching as Strategic Exploration to be the most useful frames for BIL instruction

Twenty Years of Business Information Literacy Research: A Scoping Review

Objective – This study analyzes and synthesizes the business information literacy (BIL) literature, with a focus on trends in publication type, study design, research topic, and recommendations for practice.Methods – The scoping review method was used to build a dataset of 135 journal articles and conference papers. The following databases were searched for relevant literature published between 2000 and 2019: Library and Information Science Source, Science Direct, ProQuest Central, Project Muse, and the Ticker journal site. Included items were published in peer reviewed journals or conference proceedings and focused on academic libraries. Items about public or school libraries were excluded, as were items published in trade publications. A cited reference search was conducted for each publication in the review dataset. Results – Surveys were, by far, the most common research method in the BIL literature. Themes related to collaboration were prevalent, and a large number of publications had multiple authors or were about collaborative efforts to teach BIL. Many of the recommendations for practice from the literature were related to collaboration as well; recommendations related to teaching methods and strategies were also common. Adoption of the Framework for Information Literacy for Higher Education in BIL appears slow, and the citations have decreased steadily since 2016. The majority of the most impactful BIL articles, as measured by citation counts, presented original research.  Conclusions – This study synthesizes two decades of literature and contributes to the evidence based library and information science literature. The findings of this scoping review illustrate the importance of collaboration, interest in teaching methods and strategies, appreciation for practical application literature, and hesitation about the Framework

“We’re a Little Different:” Business Information Literacy Perspectives on the ACRL Framework

The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. Limitations of the Framework include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find "Authority Is Constructed and Contextual," "Information Has Value," and "Searching as Strategic Exploration" to be the most useful frames for BIL instruction

Twenty Years of Business Information Literacy Research: A Scoping Review

Objective – This study analyzes and synthesizes the business information literacy (BIL) literature, with a focus on trends in publication type, study design, research topic, and recommendations for practice.Methods – The scoping review method was used to build a dataset of 135 journal articles and conference papers. The following databases were searched for relevant literature published between 2000 and 2019: Library and Information Science Source, Science Direct, ProQuest Central, Project Muse, and the Ticker journal site. Included items were published in peer reviewed journals or conference proceedings and focused on academic libraries. Items about public or school libraries were excluded, as were items published in trade publications. A cited reference search was conducted for each publication in the review dataset. Results – Surveys were, by far, the most common research method in the BIL literature. Themes related to collaboration were prevalent, and a large number of publications had multiple authors or were about collaborative efforts to teach BIL. Many of the recommendations for practice from the literature were related to collaboration as well; recommendations related to teaching methods and strategies were also common. Adoption of the Framework for Information Literacy for Higher Education in BIL appears slow, and the citations have decreased steadily since 2016. The majority of the most impactful BIL articles, as measured by citation counts, presented original research.  Conclusions – This study synthesizes two decades of literature and contributes to the evidence based library and information science literature. The findings of this scoping review illustrate the importance of collaboration, interest in teaching methods and strategies, appreciation for practical application literature, and hesitation about the Framework