In-Person to Virtual in Six Weeks: Moving a Conference Online due to COVID-19

The Scholarly Communication Assessment Forum (SCAF) was planned to be held on the Sacramento State campus on May 4 & 5, 2020. When pandemic-related shelter-in-place restrictions were imposed in mid-March and it became clear an in-person event would be impossible, the project team had to quickly shift to a virtual event. While quickly changing the format of the event was challenging, there were also unexpected benefits. The project team was able to collect much richer data by recording all sessions and breakout discussions. Extending the timeline for the project also allowed for more in depth analysis of forum transcripts and considered writing time to create the white paper and rubric. This session will provide conference attendees with the lessons learned from the process of reimagining a long-planned event in the context of the unique challenges posed early on in the COVID-19 pandemic, along with the broader implications for keeping these types of events virtual in the future. In addition, the presenters will share themes discussed during the forum, as well as the SCAF whitepaper and rubrics expected to be released in December 2021

A Bayesian Analysis of the Spatial Concentration of Individual Wealth in the US North During the Nineteenth Century

Background: Kin effects can be difficult to distinguish from those of spatial proximity, since kin tend to live close to each other. Thus, past research showing correlations between the wealth of relatives may be showing the effects of proximity and shared locations, not the effects of kin. Objective: What are the effects of kin and of spatial proximity upon wealth? This is studied both for fathers and sons and for brothers. Methods: Data comes from a genealogical sample that has been linked to the US census of 1860. The genealogies allow us to identify fathers, sons, and brothers, information that is not available from the census itself. A Bayesian hierarchical approach can model family and spatial effects at the same time, thereby distinguishing them from each other. Results: Data on fathers and sons is difficult to interpret from a single time. Many of the fathers in the census had died, so the sample size was small. A man\u27s wealth was positively associated with his brothers\u27 average wealth, even after their father had died. Therefore, there was evidence for lasting family effects; however, proximity to the other brothers was not related to an individual\u27s wealth. Conclusions: The family effects were stronger than the spatial effects at this time, even though this sample was highly mobile. Thus, there was evidence for family effects apart from spatial effects. Comments: This study shows how Bayesian spatial analysis can be used to disentangle the effects of family from the effects of spatial location. The method was capable of distinguishing spatial from family effects

English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems

Spelling is a fundamental literacy skill facilitating word recognition and thus higher level reading abilities via its support for efficient text processing (Adams, 1990; Joshi et al., 2008; Perfetti and Stafura, 2014). However, relatively little work examines second language (L2) spelling in adults, and even less work examines learners from different first language (L1) writing systems. This is despite the fact that the influence of L1 writing system on L2 literacy skills is well documented (Hudson, 2007; Koda and Zehler, 2008; Grabe, 2009). To address this shortcoming, this study collected data on real word spelling, pseudoword spelling, and phonological awareness (elision) abilities from 70 participants (23 native speakers; 47 ELLs with alphabetic, abjad, and morphosyllabic L1s). Analyses compared performance on real word and pseudoword spelling between L1 English speakers and ELLs, and additionally among the non-native speaker L1 groups (categorized into alphabet, abjad, and morphosyllabary groups). Similar comparisons were made across groups for performance on phonological awareness. Further, correlations were calculated between phonological awareness and real word spelling and between phonological awareness and pseudoword spelling, separately for L1 English speakers and the various ESL groups. Spelling accuracy on real words and pseudowords as well as phonological awareness skill differed between native speakers and ESL speakers, and also varied by the ESL speakers’ L1 writing system. Theoretically interesting patterns emerged in the spelling data. For example, the morphosyllabic L1 speakers had strong real word spelling (better than the other ESL groups) but greatly decreased pseudoword accuracy (a drop of 59% in accuracy). Although alphabetic L1 speakers had low spelling accuracy in terms of strict scoring, they had lower rates of errors per item, highlighting the importance of scoring approach for shaping the conclusions that are drawn. Error rates also revealed vowels to be more problematic than consonants, particularly in abjad L1 speakers. The results demonstrate that L2 spelling abilities, phonological awareness, and the relationships among them vary by L1 writing system, and that differing approaches to scoring and analysis may lead to varying conclusions

Assessing scholarly communication programs

Do you have issues quantifying the success of your scholarly communication programs? Many CSUs not only struggle with how to properly fund and staff scholarly communication programs, but also how to show their value. Sacramento State and San Jose State received an IMLS National Forum grant in 2019 to determine how similar public institutions were assessing their scholarly communication programs. In our multi-phased grant project, we used the University of Central Florida’s Research Lifecycle (https://library.ucf.edu/about/departments/scholarly-communication/overview-research-lifecycle/ ) as a framing document for all the multi-faceted services that scholarly communication encompasses. Within this presentation, we will share an assessment rubric created to measure impact of services to preserve and disseminate research, including repository services. We hope to elicit feedback from the group and gauge interest in implementing similar rubrics at your campus

Scholarly Communication Priorities Among M1 Institutions: A Mixed-Methods Study

This program presents the result of an IMLS-funded, mixed-methods study that investigated the scholarly communication programming and staffing priorities among M1 (Master\u27s Colleges and Universities – Larger programs) libraries. Using a complex research life cycle to frame discussion, twenty librarians from M1 institutions participated in focus groups and provided structured information on their libraries\u27 scholarly communication program, development, and staffing. Scholarly communication service and support among M1 institutions continue to grow and develop within the context of limited budgets and staffing. Audience participants will become acquainted with the prevalence of diverse scholarly communication programming and services and their assessment among a sampling of M1 institutions. Qualitativeanalysis of the focus group transcripts highlights the contexts, challenges, and future directions of scholarly communication programming and services among the M1 institutions

School-based Consultation to Promote Generalization of Early Childhood Educators’ Evidence-based Practices: A Meta-analysis

Early childhood educators are tasked with supporting young children’s academic, behavioral, and social-emotional through the use of evidence-based practices (EBPs). Unfortunately, early childhood educators may struggle with consistent implementation of EBPs. When this occurs, school-based consultation may be beneficial in promoting early childhood educators’ use of effective classroom management practices and interventions. A critical aspect of school-based consultation is ensuring that early childhood educators generalize strategies they have been trained to use through consultation. However, the extent to which early childhood educators generalize skills trained through consultation across settings, children, and other evidence-based practices is unclear. Therefore, the purpose of this meta-analysis was to synthesize the existing school-based consultation literature in early childhood settings to determine the extent to which early childhood educators generalize skills trained through consultation. A total of 12 studies including 39 educator consultees and 171 effects comprised our final sample. Three-level hierarchical models with robust variance estimation were used to pool both Log Response Ratios and Tau effect sizes for analyses. Overall results indicated school-based consultation had a positive and significant impact on educator generalization of EBPs (LRRi = 0.95; Tau = 0.79). Further, particular implementation supports (e.g., in situ training) significantly contributed to EBP generalization. These results suggest school-based consultation to be an effective means for promoting early childhood educator generalization of EBPs. Implications for research and practice and future research directions are discussed

Daydreaming as spontaneous immersive imagination: A phenomenological analysis

Research on the specific features of daydreaming compared with mind-wandering and night dreaming is a neglected topic in the philosophy of mind and the cognitive neuroscience of spontaneous thought. The extant research either conflates daydreaming with mind-wandering (whether understood as task-unrelated thought, unguided attention, or disunified thought), characterizes daydreaming as opposed to mind-wandering (Dorsch, 2015), or takes daydreaming to encompass any and all “imagined events” (Newby-Clark & Thavendran, 2018). These dueling definitions obstruct future research on spontaneous thought, and are insufficiently precise to guide empirical studies. They also fail to illuminate the phenomenal core of daydreaming, namely, its dreamlike qualities. Although daydreaming is related to both mind-wandering and narrative imagination, it is not reducible to either. We argue that daydreams are experiences of spontaneous, immersive imagination in the waking state. The main task of our investigation is to distinguish daydreaming, conceptually and phenomenologically, from mind-wandering, on the one hand, and night dreaming, on the other. Although daydream experiences can vary widely, we distinguish prototypical experiences of daydreaming from adjacent imaginative activity, including fleeting imagery and “focused daydreaming,” or crafted visualization. We consider our phenomenological analysis as preparatory work for conceptually distinguishing different spontaneous and imaginative states so that they can be investigated accordingly with questionnaires and qualitative methods. We argue that precision about the phenomenal character of daydreaming can guide neurophenomenological investigations, help delimit studies on individual variance in daydreaming features, and identify differences among daydreaming, mind-wandering, and night dreaming conceptually and phenomenologically, and possibly eventually in terms of neural correlates