Supervising academic library internships for non-LIS undergraduates

Purpose - This paper seeks to articulate roles for librarian supervisors of non-LIS undergraduate internships in academic libraries by drawing on ideas from Alderman and Milne's " facilitated mentoring" model. Further, it aims to draw attention to this specific type of internship, which is relatively uncommon, even though it could potentially be implemented in any academic institution that offers internships through its academic departments. Design/methodology/approach - The ideas outlined here are based on both the themes and ideas identified in the professional literature and experiences of supervising undergraduate internships offered in partnership with an academic department at a large university library. Elements of the facilitated mentoring model are outlined and then applied to internships at the Murray Library at the University of Saskatchewan. Findings - Very little of the literature has been devoted to exploring the details of a supervisor's role in library-based internships, especially those for non-LIS undergraduates. Elements of models from other types of library internships generally apply, but this topic is worthy of more attention because elevating supervisors to roles of mentors requires thought and guidance, and certain adaptations are useful when working with non-LIS interns specifically. Originality/value - This work is unique in that it focuses specifically on the supervisory role of librarians who host interns, and because it outlines this role particularly in relation to undergraduates in non-LIS programs. It builds on a model articulated in the literature and applies it to related internship experiences in order to provide insight and guidance for others contemplating assuming this type of role

Creating Undergraduate Internships for non-LIS Students in Academic Libraries

This paper provides a framework for creating undergraduate internships in academic libraries, specifically those offered in collaboration with subject-based academic departments at universities where no degrees in library science are offered. Very little of the scholarly literature addresses this type of internship in particular, and broadly applicable elements of planning and implementation have not been clearly articulated in the literature. This paper proposes that there are several basic elements to consider regardless of situation-specific conditions. These include incentives and compensation for the intern, structure of the internship, projects, and documentation. Each element is considered and described, using internships hosted at the Murray Library of the University of Saskatchewan as examples

Scenario-Based Active Learning in a Low-Tech Environment

At the time of publication Candice C. Dahl, BA (Hon.), MA, MISt, was Reference/Instruction Librarian, James A. Gibson Library, Brock University, St. Catharines, OntarioWhile it can be a challenge to facilitate meaningful and effective student learning in a low-tech environment, the SMART Start Library orientation program for new undergraduates at Brock University accomplished just that. After describing the program and its goals, as well as the facilities available at the library in 2002 when the program was first implemented, this paper explains how an interactive, scenario-based approach to learning was employed, even though very limited technology was available in the library's instruction room. Finally, student responses to the type of instruction they received are shared

Creating undergraduate internships for non-LIS students in academic libraries

This paper provides a framework for creating undergraduate internships in academic libraries, specifically those offered in collaboration with subject-based academic departments at universities where no degrees in library science are offered. Very little of the scholarly literature addresses this type of internship in particular, and broadly applicable elements of planning and implementation have not been clearly articulated in the literature. This paper proposes that there are several basic elements to consider regardless of situation-specific conditions. These include incentives and compensation for the intern, structure of the internship, projects, and documentation. Each element is considered and described, using internships hosted at the Murray Library of the University of Saskatchewan as examples

Library liaison with non-academic units: a new application for a traditional model

This paper suggests that traditional models of liaison librarianship, which focus on liaison with academic units such as teaching departments and specific colleges within institutions, should be adapted and then expanded to include nonacademic units as well. Although the literature demonstrates that understandings of liaison work have evolved, it still contains almost no examples of how to extend library liaison beyond traditional academic units in a systematic way. As a result, existing liaison programs are too narrowly conceived, and the strengths of the liaison model are not being fully exploited. By adapting the structures in place to support traditional liaison, such programs can be expanded to include nonacademic units as well. As a result, libraries gain opportunities for broader collaboration on campus. Suggestions for identifying targets for formal nonacademic liaison are provided, as are guidelines for determining suitable liaison activities and ensuring administrative support within the library

Google in the research and teaching of instruction librarians

Charlene Sorensen, Serials Coordinator, University of Saskatchewan Library, Canada ; Candice Dahl, Liaison Librarian, University of Saskatchewan Library, Canada .This exploratory study assesses the differences and similarities between how instruction librarians in Western Canada use Google and how they instruct students to use it. Survey results indicate that these librarians do use Google but can be influenced by faculty to present Google negatively to students

Convective storms in closed cyclones in Jupiter's South Temperate Belt: (I) observations

On May 31, 2020 a short-lived convective storm appeared in one of the small cyclones of Jupiter's South Temperate Belt (STB) at planetographic latitude 30.8S. The outbreak was captured by amateur astronomer Clyde Foster in methane-band images, became widely known as Clyde's Spot, and was imaged at very high resolution by the Junocam instrument on board the Juno mission 2.5 days later. Junocam images showed a white two-lobed cyclonic system with high clouds observed in the methane-band at 890 nm. The storm evolved over a few days to become a dark feature that showed turbulence for months, presented oscillations in its drift rate, and slowly expanded, first into a Folded Filamentary Region (FFR), and later into a turbulent segment of the STB over a timescale of one year. On August 7, 2021, a new storm strikingly similar to Clyde's Spot erupted in a cyclone of the STB. The new storm exhibited first a similar transformation into a turbulent dark feature, and later transformed into a dark cyclone fully formed by January 2022. We compare the evolution into a FFR of Clyde's Spot with the formation of a FFR observed by Voyager 2 in 1979 in the South South Temperate Belt (SSTB) after a convective outburst in a cyclone that also developed a two-lobed shape. We also discuss the contemporaneous evolution of an additional cyclone of the STB, which was similar to the one were Clyde's Spot developed. This cyclone did not exhibit visible internal convective activity, and transformed from pale white in 2019, with low contrast with the environment, to dark red in 2020, and thus, was very similar to the outcome of the second storm. This cyclone became bright again in 2021 after interacting with Oval BA. We present observations of these phenomena obtained by amateur astronomers, ground-based telescopes, Hubble Space Telescope and Junocam. This study reveals that short-lived small storms that are active for only a few days can produce complex longterm changes that extend over much larger areas than those initially covered by the storms. In a second paper [In tilde urrigarro et al., 2022] we use the EPIC numerical model to simulate these storms and study moist convection in closed cyclones.We are very thankful to the large community of amateur observers operating small telescopes that submit their Jupiter observations to databases such as PVOL and ALPO-Japan. We are also grateful to two anonymous reviewers for their comments that improved the clarity of this paper. This work has been supported by Grant PID2019-109467GB-I00 funded by MCIN/AEI/10.13039/501100011033/and by Grupos Gobierno Vasco IT1366-19. PI acknowledges a PhD scholarship from Gobierno Vasco. GSO and TM were supported by NASA with funds distributed to the Jet Propulsion Laboratory, California Institute of Technology under contract 80NM0018D0004. C. J. Hansen was sup-ported by funds from NASA, USA to the Juno mission via the Planetary Science Institute. IOE was supported by a contract funded by Europlanet 2024 RI to navigate Junocam images, now available as maps in PVOL at http://pvol2.ehu.eus. Europlanet 2024 RI has received funding from the European Unions Horizon 2020 research and innovation programme under grant agreement No 871149. G.S. Orton, S. R. Brueshaber, T. W. Momary, K. H. Baines and E. K. Dahl were visiting Astronomers at the Infrared Telescope Facility, which is operated by the University of Hawaii under contract 80HQTR19D0030 with the National Aeronautics and Space Administration. In addition, support from NASA Juno Participating Scientist award 80NSSC19K1265 was provided to M.H. Wong. This work has used data acquired from the NASA/ESA Hubble Space Telescope (HST) , which is operated by the Association of 807 Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These HST observations are associated with several HST observing programs: GO/DD 14661 (PI: M.H. Wong) , GO/DD 15665 (PI: I. de Pater) , GO/DD 15159 (PI: M. H. Wong) , GO/DD 15502 (PI: A. Simon) , GO/DD 14661 (PI: M. H. Wong) , GO/DD 16074 (PI: M.H. Wong) , GO/DD 16053 (PI: I. de Pater) , GO/DD 15929 (PI: A. Simon) , GO/DD 16269 (PI: A. Simon) . PlanetCam observations were collected at the Centro Astronomico Hispanico en Andalucia (CAHA) , operated jointly by the Instituto de Astrofisica de Andalucia (CSIC) and the Andalusian Universities (Junta de Andalucia) . This work was enabled by the location of the IRTF and Gemini North telescopes within the Mauakea Science Reserve, adjacent to the summit of Maunakea. We are grateful for the privilege of observing Kaawela (Jupiter) from a place that is unique in both its astronomical quality and its cultural signifi-cance. This research has made use of the USGS Integrated Software for Imagers and Spectrometers (ISIS) . Voyager 2 images were accessed through The PDS Ring-Moon Systems Nodes OPUS search service

Gold nanoparticles to improve HIV drug delivery

Antiretroviral therapy (ART) has improved lifespan and quality of life of patients infected with the HIV-1. However, ART has several potential limitations, including the development of drug resistance and suboptimal penetration to selected anatomic compartments. Improving the delivery of antiretroviral molecules could overcome several of the limitations of current ART

Librarianship and the Open Access Journal : State of the Union

A panel presentation on the state of open access publishing regarding librarianship

Undergraduate research in the public domain: the evaluation of non-academic sources online

Purpose - This paper seeks to suggest that criteria commonly used to teach undergraduates to evaluate online resources are inadequate when dealing with non-academic items in the public domain. It aims to argue that these resources should not be ignored by librarians or undergraduates, but that they must still be evaluated. An alternative method of evaluation, based on the concepts of comparison, corroboration, motivation and purpose is to be proposed. Design/methodology/approach - Inadequacies of current evaluative standards are revealed, specifically in relation to the current context of how and where undergraduates conduct research. Drawing on Meola's contextual framework for evaluation, as well as the thoughts of Metzger, ways to handle the evaluation of non-academic resources online emerge. Findings - Librarians must consider the place of non-academic public domain items in current undergraduate research projects, and the challenges these items pose to common guidelines for the evaluation of sources. Evaluation methods must be rethought and based on a more context-specific approach in order to be relevant when working with non-academic resources online. Originality/value - Librarians who focus mainly on the - peer-reviewed - designation or other standard evaluative criteria to help students determine what an appropriate research resource is, and who are unsure of how to guide students in their use of non-academic public domain items, will find here suggestions to guide their thinking and inform their practices