A sequential exploratory mixed methods study of Carnegie libraries and the library profession, 1900-1910

Dissertation supervisor: Dr. Jenny Bossaller.Includes vita.Andrew Carnegie's philanthropy made it possible for thousands of communities in the United States (U.S) to build free public libraries. Contemporary scholarship in library and information science (LIS) that deals with Carnegie's philanthropy tends to place emphasis on generalized historical ideals associated with the construction of public libraries. As a result, it often fails to critically inquire into the relationships between the work performed by librarians and assumptions about the cultural value of Carnegie libraries. This dissertation investigates broad trends in library history in order to better understand the particular experiences of fifteen Midwestern communities that built public libraries with Andrew Carnegie's money in the first decade of 20th century. Mixed methods research supports the synthesis of broad qualitative data with specific quantitative data, which supports assessments of primary sources in relation to scholarship about the library profession and Carnegie's philanthropy. Comparing and contrasting findings from two distinct data sets makes it possible to discuss idiosyncrasies architectural trends and to better understand the role professional rhetoric played in their development within a specific geographic region (the Midwest).Includes bibliographical references (pages 189-198)

Using Constructive Alignment to Support Metaliteracy in International Classrooms

This paper discusses strategies for promoting literacy and metaliteracy development in international and multicultural classrooms. Drawing on the first author’s observational research and the second author’s expertise in metaliteracy, we present a case study of international postgraduate students in an interdisciplinary department. The authors synthesize their different areas of work to describe how a fusion of metaliteracy, constructive alignment, and learning oriented assessments (LOA) facilitates student engagement with theories of knowledge organization and extensible markup language (XML) data-encoding standards. Our discussion describes curriculum design and redesign strategies and contextualizes observations about student success. The authors’ observations provide a basis for proposing methods for using metaliteracy to implement constructive alignment and LOA methods for promoting collaborative and truly diverse learning

EDITORIAL

Editorial Editorial Editorial&nbsp

Vetusta Monumenta [Ancient Monuments]

Project Leaders: Noah Heringman (English), Anne Myers (English), Kristen Schuster (SISLT)Final report for the 2013/2014 IIF project, "Vetusta Monumenta: A Digital Edition Project." From the original description: "... we are creating a digital edition of a rare and valuable eighteenth-century print series held in Ellis Library, Vetusta Monumenta (vol. 1-3). The edition will feature a state-of-the-art online user interface that combines interactive, high-quality scans of the pages with searchable scholarly commentary to accompany each plate, translations, and more."MU Interdisciplinary Innovations Fun

Integrating metaliteracy into knowledge organization curriculum: Designing inclusive curriculum for international classrooms

This paper discusses strategies for using Metaliteracy frameworks to design more inclusive and diverse curriculum. Using long term observational research, we will discuss Metaliteracy alongside Constructive Alignment and Learning Oriented Assessment (LOA), two pedagogical models promoted by the Higher Education Academic (HEA) in the United Kingdom (UK). While we recognize the value of each pedagogical model, we argue that they have a significant limitation: They do not acknowledge diverse cultural perspectives on education. Considering the value of diversity in higher education will frame our suggestions for using these models to design more inclusive curriculum. Following our discussion of pedagogical models, we will discuss our case study, which draws on our experiences evaluating a post-graduate course on metadata for cultural heritage organizations titled, From Information to Knowledge. This module is optional and open to all students in the Department of Digital Humanities (DDH) at King’s College London. Despite the challenges inherent to curriculum design, there are models and frameworks that can enhance instructor awareness about when, why and how they evaluate and adjust their course learning outcomes and assessment patterns. We will discuss how frameworks for developing curriculum (like Constructive Alignment) and theories for assessing student learning (like LOA) can enhance how instructors approach conceptualizing literacy and Metaliteracy practices amongst their students. This is particularly important in international and diverse classrooms. Based on our case study we will discuss strategies for facilitating discussion and revision that empowers English as a Foreign Language (EFL) students. We will focus our discussion on an analysis of whether LOA encourages EFL students to practice the critical reflective elements promoted through metacognitive elements in Metaliteracy theories

Contemporary Issues of Open Data in Information Systems Research: Considerations and Recommendations

Researchers, governments, and funding agencies are calling on research disciplines to embrace open data—data that anyone can access and use. They have done so based on the premise that research efforts can draw and generate several benefits from open data because it might provide further insight and enable individuals to replicate and extend current knowledge in different contexts. These potential benefits, coupled with a global push towards open data policies, bring open data into the agenda of research disciplines, which includes information systems (IS). In this paper, we respond to these developments as follows. We outline themes in the ongoing discussion around open data in the IS discipline. The themes fall into two clusters: 1) the motivation for open data includes themes of mandated sharing, benefits to the research process, extending the life of research data, and career impact; and 2) the implementation of open data includes themes of governance, socio-technical system, standards, data quality, and ethical considerations. In this paper, we outline the findings from a pre-ICIS 2016 workshop on the topic of open data. The workshop discussion confirmed themes and identified issues that require attention in terms of the approaches that IS researchers currently use. The IS discipline offers a unique knowledge base, tools, and methods that can advance open data across disciplines. Based on our findings, we provide suggestions on how IS researchers can drive the open data conversation. Further, we provide advice for adopting and establishing procedures and guidelines for archiving, evaluating, and using open data

Exploring innovative pedagogies in a global information context

SIG Innovative Pedagogies offers a panel that includes four sets of speakers who examine innovative pedagogies for LIS education in a global information context. Each presentation features a different innovative pedagogical approach. Presentations are followed by an interactive discussion period, and attendees are invited to continue the conversation after the program via Twitter. Kyungwon Koh and Alaine Martaus discuss Design thinking for teaching the foundations of librarianship, showing how design thinking can be a tool of innovation for teaching core courses in LIS graduate programs. Their talk also features examples of how they applied design thinking in their course designs, and includes details about course assignments, student projects, and reflections. Denice Adkins and Nina Exner show how Using Library Carpentry methods and resources in the LIS classroom can be used for technology training in LIS education programs. This presentation provides an overview of the Library Carpentry instructional approach and shows how it is different from traditional LIS classroom instruction. Adkins and Exner conclude with an overview of Library Carpentry lesson design principles and standards that can be used for LIS classrooms and LIS practitioner training. Vandana Singh discusses Integrating professional librarians into open source software (OSS) communities. Singh notes that professional librarians are increasingly integrated into OSS communities, and she shows how this integration has inspired an innovative participatory action model for OSS that can be used to guide curricula for current LIS students as well as continuing education programs for working practitioners. In Gender, community and narrative: Exploring the social aspects of fanfiction, Kristen Schuster and Brittany Kelley show how creative aspects of fanfiction contributes to the development and maintenance of social networks, which in turn facilitates deeper and transferrable forms of learning and literacy. In this talk, Schuster and Kelley combine learning theory and information behavior models into a framework for teaching literacy and information-seeking practices

Contemporary issues of open data in information systems research: considerations and recommendations

Researchers, governments, and funding agencies are calling on research disciplines to embrace open dataâ data that anyone can access and use. They have done so based on the premise that research efforts can draw and generate several benefits from open data because it might provide further insight and enable individuals to replicate and extend current knowledge in different contexts. These potential benefits, coupled with a global push towards open data policies, bring open data into the agenda of research disciplines, which includes information systems (IS). In this paper, we respond to these developments as follows. We outline themes in the ongoing discussion around open data in the IS discipline. The themes fall into two clusters: 1) the motivation for open data includes themes of mandated sharing, benefits to the research process, extending the life of research data, and career impact; and 2) the implementation of open data includes themes of governance, socio-technical system, standards, data quality, and ethical considerations. In this paper, we outline the findings from a pre-ICIS 2016 workshop on the topic of open data. The workshop discussion confirmed themes and identified issues that require attention in terms of the approaches that IS researchers currently use. The IS discipline offers a unique knowledge base, tools, and methods that can advance open data across disciplines. Based on our findings, we provide suggestions on how IS researchers can drive the open data conversation. Further, we provide advice for adopting and establishing procedures and guidelines for archiving, evaluating, and using open data

Effect of Hydrocortisone on Mortality and Organ Support in Patients With Severe COVID-19: The REMAP-CAP COVID-19 Corticosteroid Domain Randomized Clinical Trial.

Importance: Evidence regarding corticosteroid use for severe coronavirus disease 2019 (COVID-19) is limited. Objective: To determine whether hydrocortisone improves outcome for patients with severe COVID-19. Design, Setting, and Participants: An ongoing adaptive platform trial testing multiple interventions within multiple therapeutic domains, for example, antiviral agents, corticosteroids, or immunoglobulin. Between March 9 and June 17, 2020, 614 adult patients with suspected or confirmed COVID-19 were enrolled and randomized within at least 1 domain following admission to an intensive care unit (ICU) for respiratory or cardiovascular organ support at 121 sites in 8 countries. Of these, 403 were randomized to open-label interventions within the corticosteroid domain. The domain was halted after results from another trial were released. Follow-up ended August 12, 2020. Interventions: The corticosteroid domain randomized participants to a fixed 7-day course of intravenous hydrocortisone (50 mg or 100 mg every 6 hours) (n = 143), a shock-dependent course (50 mg every 6 hours when shock was clinically evident) (n = 152), or no hydrocortisone (n = 108). Main Outcomes and Measures: The primary end point was organ support-free days (days alive and free of ICU-based respiratory or cardiovascular support) within 21 days, where patients who died were assigned -1 day. The primary analysis was a bayesian cumulative logistic model that included all patients enrolled with severe COVID-19, adjusting for age, sex, site, region, time, assignment to interventions within other domains, and domain and intervention eligibility. Superiority was defined as the posterior probability of an odds ratio greater than 1 (threshold for trial conclusion of superiority >99%). Results: After excluding 19 participants who withdrew consent, there were 384 patients (mean age, 60 years; 29% female) randomized to the fixed-dose (n = 137), shock-dependent (n = 146), and no (n = 101) hydrocortisone groups; 379 (99%) completed the study and were included in the analysis. The mean age for the 3 groups ranged between 59.5 and 60.4 years; most patients were male (range, 70.6%-71.5%); mean body mass index ranged between 29.7 and 30.9; and patients receiving mechanical ventilation ranged between 50.0% and 63.5%. For the fixed-dose, shock-dependent, and no hydrocortisone groups, respectively, the median organ support-free days were 0 (IQR, -1 to 15), 0 (IQR, -1 to 13), and 0 (-1 to 11) days (composed of 30%, 26%, and 33% mortality rates and 11.5, 9.5, and 6 median organ support-free days among survivors). The median adjusted odds ratio and bayesian probability of superiority were 1.43 (95% credible interval, 0.91-2.27) and 93% for fixed-dose hydrocortisone, respectively, and were 1.22 (95% credible interval, 0.76-1.94) and 80% for shock-dependent hydrocortisone compared with no hydrocortisone. Serious adverse events were reported in 4 (3%), 5 (3%), and 1 (1%) patients in the fixed-dose, shock-dependent, and no hydrocortisone groups, respectively. Conclusions and Relevance: Among patients with severe COVID-19, treatment with a 7-day fixed-dose course of hydrocortisone or shock-dependent dosing of hydrocortisone, compared with no hydrocortisone, resulted in 93% and 80% probabilities of superiority with regard to the odds of improvement in organ support-free days within 21 days. However, the trial was stopped early and no treatment strategy met prespecified criteria for statistical superiority, precluding definitive conclusions. Trial Registration: ClinicalTrials.gov Identifier: NCT02735707