Young people's views regarding participation in mental health and wellbeing research through social media

Social media is a central component in the lives of many young people, and provides innovative potential to conduct research among this population. Ethical issues around online research have been subject to much debate, yet young people have seldom been consulted to provide a youth perspective and voice. Eight (8) focus groups involving 48 Grade 9 Western Australian secondary school students aged 13-14 years were held in 2012, to investigate how young people perceive the feasibility and acceptability of social media when used as a research tool to investigate various issues relevant to their mental health and wellbeing. Whilst young people recognise many benefits of researchers using social media in this way, such as its relevance, innovation and accessibility, there were salient issues of privacy, consent, and practicality that require careful negotiation. There is a need for continued exploration and scientific debate of the moral and ethical implications of using social media for research, to help ensure this is employed in an appropriate and effective way that is respectful of and sensitive to the needs and views of young peoplepeer-reviewe

Chat Reference in the Time of COVID-19: Transforming Essential User Services

Reference is an essential service for academic libraries, whether or not face-to-face communication is possible. This research explores the impact of the COVID-19 pandemic on academic library virtual reference services, especially live chat. Through analysis of interviews and a national survey of librarians responsible for adapting their institution's response to physical service closures and reductions, this investigation aims to understand how COVID-19 transformed chat reference, and how users responded to new and evolving services

A “silver lining” for covid-19: accelerating online engagement and future reach of information literacy instruction

The COVID-19 pandemic significantly impacted academic library operations including delivery of information literacy instruction (ILI). In addition to transitioning ILI services online, librarians faced many challenges in evolving pedagogical practices, experimenting with and implementing new technologies, and organizing digital ILI programs including managing changes in audience and volume. This paper explores ILI data from a two-part longitudinal survey conducted with 300 academic librarians and 28 semi-structured interviews with reference and user services leaders of academic libraries to understand how libraries transitioned ILI services and the implications for librarian education. Results suggest that this was a significant and challenging shift and qualitative analysis identifies themes for development including New Services, Organization and Adaptation to ILI Delivery Platforms, and ILI Volume Changes. The changes brought on by the shift to online ILI will continue to influence librarianship into the future and the discussion suggests areas of development for curricula in library education

Globalizing Library Instruction: Engaging Students at International Branch Campuses

Today’s academic libraries must be able to communicate efficiently the depth of their resources to all campus communities, and Stony Brook University Libraries have worked to apply instructional methods to a broad spectrum of users. Our library has been using emerging technology, open access resources, and innovative teaching methods to engage with our local and global student and faculty community. Using our campus in South Korea as an example, we will highlight a number of strategies developed for delivering equitable information instruction sessions to our international students at satellite campuses across the world. The current era in American academic libraries is one of globalized teaching and learning. As academia expands into new learning markets, libraries must be prepared and appropriately situated to support student success in these courses. The learning experience we provide for our international campus is designed to capitalize on the diversity of our resources and engage students on many levels of the research process. Our chapter discusses the adaptations we have made to our instruction practices and our tailoring of resources and services to online delivery for international students. Many academic institutions have satellite campuses, and libraries are increasingly called upon to support these global initiatives. This chapter lays a framework for libraries developing instruction practice to include international branch campuses (IBC). Our mission as librarians is to increase access to scholarly resources, promote information exchange, contribute to student learning of effective information use, and provide support to all researchers across the university. 52 Chapter five Today’s libraries must be able to engage patrons using a variety of means, and this includes possessing the technological creativity to deliver instruction outside of the traditional brick-and-mortar classroom setting. In this chapter, we discuss a number of technological practices to engage students and collaborate with faculty across traditional boundaries. The goal of any information session is for students to be become better equipped to access the information they need, evaluate what they find, and seek additional help in navigating those resources. Our forward-facing liaison model coupled with creative applications of technology in our information sessions has allowed our library to proactively serve diverse populations. Librarians must be ready to experiment and adapt in order to provide the most comprehensive instruction possible. We can only engage our users if we are able to connect with them, and globalization has necessitated that we expand our reach to academic communities across the world. In this essay, we demonstrate methods for developing a holistic and meaningful approach to information instruction practices for academic librarians teaching remotely

Assessing Your Ebook Collection

As ebook collections grow in libraries of all kinds, new standards of evaluation are emerging to ensure that these collections are meeting patrons\u27 needs. This presentation will explore through case studies several frameworks for evaluation including cost, collection diversity and standards, usage, preservation, and technical services workflow. Particular attention will be paid to the demand or patron driven programs that have been emerging in increasingly diverse libraries. Participants should expect to leave the session with practical and actionable ideas for evaluating their own digital collections

Book Reviews

Reviews of the following books: Unearthed: Storied Artifacts and Remarkable Predecessors of the Saint Joseph’s College Campus by Steven L. Bridge; Creating Acadia National Park: The Biography of George Bucknam Dorr by Ronald H. Epp; The Human Shore: Seacoasts in Historyby John R. Gillis; Orion on the Dunes: A Biography of Henry Beston by Daniel G. Payne

Young people\u27s views regarding participation in mental health and wellbeing research through social media

Social media is a central component in the lives of many young people, and provides innovative potential to conduct research among this population. Ethical issues around online research have been subject to much debate, yet young people have seldom been consulted to provide a youth perspective and voice. Eight (8) focus groups involving 48 Grade 9 Western Australian secondary school students aged 13-14 years were held in 2012, to investigate how young people perceive the feasibility and acceptability of social media when used as a research tool to investigate various issues relevant to their mental health and wellbeing. Whilst young people recognise many benefits of researchers using social media in this way, such as its relevance, innovation and accessibility, there were salient issues of privacy, consent, and practicality that require careful negotiation. There is a need for continued exploration and scientific debate of the moral and ethical implications of using social media for research, to help ensure this is employed in an appropriate and effective way that is respectful of and sensitive to the needs and views of young people

Adverse Maternal Fetal Environment Partially Mediates Disparate Outcomes in Non-White Neonates with Major Congenital Heart Disease.

OBJECTIVE: To determine whether differential exposure to an adverse maternal fetal environment partially explains disparate outcomes in infants with major congenital heart disease (CHD). STUDY DESIGN: Retrospective cohort study utilizing a population-based administrative California database (2011-2017). Primary exposure: Race/ethnicity. Primary mediator: Adverse maternal fetal environment (evidence of maternal metabolic syndrome and/or maternal placental syndrome). OUTCOMES: Composite of 1-year mortality or severe morbidity and days alive out of hospital in the first year of life (DAOOH). Mediation analyses determined the percent contributions of mediators on pathways between race/ethnicity and outcomes after adjusting for CHD severity. RESULTS: Included were 2747 non-Hispanic White infants (reference group), 5244 Hispanic, and 625 non-Hispanic Black infants. Hispanic and non-Hispanic Black infants had a higher risk for composite outcome (crude OR: 1.18; crude OR: 1.25, respectively) and fewer DAOOH (-6 & -12 days, respectively). Compared with the reference group, Hispanic infants had higher maternal metabolic syndrome exposure (43% vs 28%, OR: 1.89), and non-Hispanic Black infants had higher maternal metabolic syndrome (44% vs 28%; OR: 1.97) and maternal placental syndrome exposure (18% vs 12%; OR, 1.66). Both maternal metabolic syndrome exposure (OR: 1.21) and maternal placental syndrome exposure (OR: 1.56) were related to composite outcome and fewer DAOOH (-25 & -16 days, respectively). Adverse maternal fetal environment explained 25% of the disparate relationship between non-Hispanic Black race and composite outcome and 18% of the disparate relationship between Hispanic ethnicity and composite outcome. Adverse maternal fetal environment explained 16% (non-Hispanic Black race) and 21% (Hispanic ethnicity) of the association with DAOOH. CONCLUSIONS: Increased exposure to adverse maternal fetal environment contributes to racial and ethnic disparities in major CHD outcomes

Treatment With Diflunisal in Domino Liver Transplant Recipients With Acquired Amyloid Neuropathy

Objectives: To analyze the efficacy and tolerability of diflunisal for the treatment of acquired amyloid neuropathy in domino liver transplant recipients.Methods: We performed a retrospective longitudinal study of prospectively collected data for all domino liver transplant recipients with acquired amyloid neuropathy who received diflunisal at our hospital. Neurological deterioration was defined as an score increase of >= 2 points from baseline on the Neurological Impairment Scale/Neurological Impairment Scale-Lower Limbs.Results: Twelve patients who had received compassionate use treatment with diflunisal were identified, of whom seven had follow-up data for >= 12 months. Five patients (71.4%) presented with neurological deterioration on the Neurological Impairment Scale after 12 months (p = 0.0382). The main adverse effects were cardiovascular and renal, leading to diflunisal being stopped in five patients and the dose being reduced in two patients.Conclusion: Our study suggests that most domino liver transplant recipients with acquired amyloid neuropathy will develop neurological deterioration by 12 months of treatment with diflunisal. This therapy was also associated with a high incidence of adverse effects and low treatment retention. The low efficacy and low tolerability of diflunisal treatment encourage the search for new therapeutic options