Genre Mash-Up: When Two Worldviews Collide, the Genre Conventions from Each Undergo a Syncretistic Re-emergence

The current study proposes to trace the process by which genre features get preserved, modified, or discarded when a politically-sensitive topic draws on both scientific and indigenous knowledge. Initially a network analysis is included to demonstrate the extent to which literature exists that draws on either scientific or indigenous knowledge resources as relating to Arctic climate change; that macrostructural analysis demonstrates that while both exist, there are few linkages in citation between the literatures. The authors then look at the negotiation processes involved in trying to bring more indigenous elements into the scientific literature. This was done by studying the full sets of article submission, all reviewer comments, and revised articles. The focus is on an invited article for The International Panel on Climate Change, which had responded to feedback from previous iterations of their annual report by including a specific chapter dedicated to the perspectives of the tribes that live in the Arctic region, a region that is experiencing more rapid climate change than other parts of the globe. The authorship of that chapter was assigned to a group of researchers, primarily housed at University of Alaska– Fairbanks, that includes Alaskan Native researchers (Inupiat and Athabaskan) and an assortment of biologists, ecologists, marine chemists, etc. The chapter has gone through three iterations with reviewers, and additionally the correspondences between the chapter authors were considered. For comparison, an article in the social science disciplines was also considered, with strikingly similar reviewer comments. These compared cases illustrate the themes used to protect/enforce the genre conventions of the scientific article, and thus serve to perpetuate the separations visible in the network data

Designing academic libraries in the digital age

Today’s academic libraries must accentuate the interdependent relationship of the libraries and academic units, creating innovations that advance teaching and learning on their campuses. In August 2017, the Libraries at Purdue University opened the Thomas S. and Harvey D. Wilmeth Active Learning Center (WALC), a 164,000-square-foot facility that houses the Library of Engineering and Science (LOES) and 27 classrooms designed for active learning. The WALC represents a new approach the design of academic libraries, allowing new opportunities to extend informal learning in library spaces placed next to innovative active learning classrooms. During the envisioning stage, Purdue Libraries worked with an anthropologist to conduct a participatory design study to inform design elements of WALC based on insights into student, instructor, and Libraries faculty and staff perceptions of their library space needs. Building on the research done in the envisioning stage, teams planned spaces to reflect the interdependency of classroom space and library space. Since its opening, preliminary research in WALC focuses on gaining insights into the use of the informal learning spaces, classroom utilization & occupancy, and instructor perceptions of active learning classrooms. Future directions for research of WALC include classroom observations to examine pedagogic usage, including how students engage with information to learn in active learning environments

Specialized Regional Conferences Support the Professional Development of Subject Librarians: A 5-Year Analysis of the Great Lakes Science Boot Camps for Librarians

Conference attendance can play an important role in supporting the professional development of subject librarians by offering opportunities that allow librarians to learn about new services, strategies, and technologies while growing and maintaining professional networks. However, barriers such as accessibility challenges, budgetary and resource restrictions, difficulty measuring learning gains, and difficulty measuring the value of professional development when applied to the job can restrict opportunities for many librarians. Specialized regional conferences have the potential to reduce many of these barriers. How can librarians, library administrators and conference organizers quantify the value of regional conference attendance as an accessible means for fostering librarian professional development? This paper examines five years of assessment data and participant feedback from attendees of a specialized regional conference for STEM librarians, and measures participant learning and participant motivation for conference attendance. We propose specialized regional conferences, such as the Great Lakes Science Boot Camp for Librarians, as accessible and affordable continuing education opportunities that support the professional development of subject librarians

\u27Awakening the Sleeping Giant\u27: Re-Indigenization Principles for Transforming Biodiversity Conservation in Canada and Beyond

Precipitous declines in biodiversity threaten planetary boundaries, requiring transformative changes to conservation. Colonial systems have decimated species and ecosystems and dispossessed Indigenous Peoples of their rights, territories, and livelihoods. Despite these challenges, Indigenous governed lands retain a large proportion of biodiversity-rich landscapes. Indigenous Peoples have stewarded the land in ways that support people and nature in respectful relationship. Biodiversity conservation and resurgence of Indigenous autonomies are mutually compatible aims. To work towards these aims requires significant transformation in conservation and re-Indigenization. Key to both are systems that value people and nature in all their diversity and relationships. This paper introduces Indigenous principles for re-Indigenizing conservation: (i) embracing Indigenous worldviews of ecologies and M’s-it No’kmaq, (ii) learning from Indigenous languages of the land, (iii) Natural laws and Netukulimk, (iv) correct relationships, (v) total reflection and truth, (vi) Etuaptmumk—“two-eyed seeing,” and “strong like two people”, and (vii) “story-telling/ story-listening”. Although the principles derive primarily from a Mi’kmaw worldview, many are common to diverse Indigenous ways of knowing. Achieving the massive effort required for biodiversity conservation in Canada will entail transformations in worldviews and ways of thinking and bold, proactive actions, not solely as means but as ongoing imperatives

Using latent profile methodology to obtain a midwestern community college student typology

The accurate classification of college students is critical if educators are to better understand their student populations. Doing so will enable institutions to target specific student groups with interventions geared toward improving persistence, retention, and overall achievement, which ultimately could result in more effective and efficient approaches. The current study examined the development of student typologies in higher education using student enrollment behavior. The investigation looked at whether a typological model could be shared between institutions, or if regional policies, processes, and student demographics dictated a locally grown solution. Using Latent Profile Analysis (LPA), the results found that each institution would be best served to establish its own model. Additional findings supported the use of behavioral variables, but suggested that the inclusion of gender and race had an impact on a student’s group classification.Thesis (Ph. D.)Department of Educational Psycholog

Genre Mash-Up: When Two Worldviews Collide, the Genre Conventions from Each Undergo a Syncretistic Re-emergence

The current study proposes to trace the process by which genre features get preserved, modified, or discarded when a politically-sensitive topic draws on both scientific and indigenous knowledge. Initially a network analysis is included to demonstrate the extent to which literature exists that draws on either scientific or indigenous knowledge resources as relating to Arctic climate change; that macrostructural analysis demonstrates that while both exist, there are few linkages in citation between the literatures. The authors then look at the negotiation processes involved in trying to bring more indigenous elements into the scientific literature. This was done by studying the full sets of article submission, all reviewer comments, and revised articles. The focus is on an invited article for The International Panel on Climate Change, which had responded to feedback from previous iterations of their annual report by including a specific chapter dedicated to the perspectives of the tribes that live in the Arctic region, a region that is experiencing more rapid climate change than other parts of the globe. The authorship of that chapter was assigned to a group of researchers, primarily housed at University of Alaska– Fairbanks, that includes Alaskan Native researchers (Inupiat and Athabaskan) and an assortment of biologists, ecologists, marine chemists, etc. The chapter has gone through three iterations with reviewers, and additionally the correspondences between the chapter authors were considered. For comparison, an article in the social science disciplines was also considered, with strikingly similar reviewer comments. These compared cases illustrate the themes used to protect/enforce the genre conventions of the scientific article, and thus serve to perpetuate the separations visible in the network data.</p

Specialized Regional Conferences Support the Professional Development Needs of Subject Librarians: A 5-Year Analysis of the Great Lakes Science Boot Camps for Librarians

Conference attendance can play an important role in supporting the professional development of subject librarians by offering opportunities that allow librarians to learn about new services, strategies, and technologies while growing and maintaining professional networks. However, barriers such as accessibility challenges, budgetary and resource restrictions, difficulty measuring learning gains, and difficulty measuring the value of professional development when applied to the job can restrict opportunities for many librarians. Specialized regional conferences have the potential to reduce many of these barriers. How can librarians, library administrators, and conference organizers quantify the value of regional conference attendance as an accessible means for fostering librarian professional development? This paper examines five years of assessment data and participant feedback from attendees of a specialized regional conference for STEM librarians and measures participant learning and participant motivation for conference attendance. We propose specialized regional conferences, such as the Great Lakes Science Boot Camp for Librarians, as accessible and affordable continuing education opportunities that support the professional development of subject librarians

Learning Objective Measures and Participant Comments from the Great Lakes Science Boot Camps for Librarians, 2015-2019

5 of these 6 Excel files include Likert measures of participant responses to questions measuring the achievement of learning objectives for the Great Lakes Science Boot Camps for Librarians and Library School Students, from 2015-2019. Free-text comments are also included. 1 Excel file contains a coded dataset for free-text comments from 2015-2019, along with the results of a Principal Component Analysis. This data complements the C&RL article, Specialized Regional Conferences Support the Professional Development Needs of Subject Librarians: A 5-Year Analysis of the Great Lakes Science Boot Camps for Librarians