Attempts to demonstrate reductive dechlorination of chlorobenzenes by anaerobic microorganisms

Chlorobenzenes are a source of environmental pollution throughout the world. Investigations of the potential biodegradability of these compounds have been conducted employing different media under various conditions. In this study, the biodegradability of hexachlorobenzene (HCB), pentachlorobenzene (QCB), and 1,2,3,4-tetrachlorobenzene (1,2,3,4-TetCB) at a concentration of 70 uM (20 ppm), 80 uM (20 ppm), and 93 uM (20 ppm), respectively, was investigated. The source of inoculum was fresh anaerobic digester sewage sludge. Compound and sludge were combined in a serum bottle incubation system under anaerobic conditions and allowed to incubate at 30°C for several weeks. An extraction method utilizing hexane and acetone was developed. Analysis after 8 weeks for HCB and QCB, and 10 weeks for 1,2,3,4-TetCB revealed no biodegradation of the compounds. In addition, it was also discovered via extraction of the butyl rubber stoppers in a mixture of hexane.and acetone that the compounds absorb into the stoppers used to close the serum bottles

Measuring the Impact of 21st Century Community Learning Centers

This paper investigates the relationship between student achievement and participation in before- and after- school academic enrichment programs funded by the 21st Century Community Learning Center (21CCLC) grant. The 21CCLC program is aimed at students in high-poverty, low-performing schools. I analyzed the first two cohorts awarded the program in school years 2002/2003 and 2003/2004 and compared them to public schools not funded by the program. Using difference-in-differences estimation, I found schools receiving the program experienced a higher percentage of students meeting or exceeding test standards: 1.332% higher in the first year and 2.055% in the second year compared to schools without the intervention. Differentials were highest for middle schools with the outcome variable measuring 8.969% to 9.016% higher for schools with the intervention. My results give evidence to the efficacy of academic enrichment programs particularly those that target low-income students

Is there a social worker in your public library?

This paper reports on a survey of public library administrators in a Southeastern state in the United States concerning the employment of social workers in public libraries. This is a topic of growing interest in librarianship that has been given little attention in the research literature. The main objectives of this study are to establish baseline data on the employment of social workers in public libraries in one state and to explore the perceived benefits and drawbacks of having social workers on-site at public libraries. A short online survey using Qualtrics was employed attempting a census of public library administrators. Findings will provide important baseline data in a developing area of inquiry that will support future research. Implications for research, for the profession, and for educating information professionals will be discussed

Go Ask the Freshmen: How Millenials Define Information Literacy and Their Own Skill Levels

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The ASE Process Model: An Evidence-based Approach to Information Literacy Instruction

This presentation will describe an innovative approach to information literacy instruction developed through an IMLS National Leadership Research Grant. The instruction is driven by data gathered from first-year college students with below-proficient information literacy skills. Session participants will be introduced to the ASE Process Model. ASE is an acronym for both the process itself (Analyze, Search, Evaluate) and the means by which it was developed (Asking Students about their Experiences). Participants will also be shown how they can implement the ASE Process Model in various types of information literacy instruction in their home institutions

Bridging the Gap: Building a Community College—LIS School Partnership

Many community college students begin their studies with the intention of ultimately continuing their education at a four-year school. However, students who enter community college with non-proficient information literacy (IL) skill levels often find it difficult if not impossible to make a successful transition. This presentation will describe a collaborative research project funded by the Institute for Museum and Library Services that focuses on developing effective information literacy instruction for community college students with non-proficient IL skills and involves academic librarians at two community colleges and faculty from an ALA-accredited LIS school. The presentation will briefly describe the project itself and summarize the results to date, but will focus primarily on the role of collaboration in the project. It will be argued that the collaborative nature of this project can serve as a model for collaboration between academic libraries and LIS schools, as well as between community colleges and research universities

Collective Learning for Developing Cyber Defense Consciousness: An Activity System Analysis

This paper explores the perceptions of undergraduate students experiencing an educational intervention in a cybersecurity course. The intervention was developed using activity theory. Laboratory activities were designed to ‘protect’ and ‘poke around’ systems and networks in a sandbox cloud environment. These activities provided dynamic opportunities to tackle cyber challenges through teamwork. Transcripts of interviews with students (working as system administrators) were analyzed to describe the development of their cyber defense consciousness. Activity system node analysis reveals the transformative development of cybersecurity consciousness over time that involves the internalization of skills and knowledge; reliance on community for support, information, and acculturation; working with others through the division of labor; as well as their struggle with the demands of cybersecurity work. The cyber defense activity model further unveils the potential of collective learning in teams as depicted by four mediated relationships. The study contributes by building a foundation for a pedagogical approach that transforms the cyber defense consciousness through the collective learning activity model

The Information Literacy Continuum: Mapping the ACRL Framework to the AASL School Library Standards

The Association for College and Research Libraries (ACRL) and the American Association for School Libraries (AASL), two major divisions of the American Library Association (ALA), both recently released new guidelines. These documents form the basis for information literacy and library skills instruction for PK-20 education. In this study, we explored the alignment between these documents to identify the continuum of knowledge and skill expectations as well as the dispositional attributes toward information literacy that learners are presented. Our findings identified where the content of the ACRL Framework and AASL Standards Framework for Learners documents is strongly aligned as well as the gaps in the teaching and learning continuum. These findings suggest areas for ongoing development in practical application for both PK-12 school librarians and academic librarians who provide information literacy instruction in colleges and universities