Strategies for Engaging in International Librarianship: Misconceptions and Opportunities

Higher education institutions are increasingly formalizing internationalization priorities into their strategic plans. As a result library and information science (LIS) programs are beginning to encourage the inclusion of more international perspectives in student experiences. One means of doing so is by drawing upon international librarianship (IL), an LIS field of study since the 1950s. However, IL is a relatively small field that is not understood well. In order for IL to be studied, practiced, and funded in ways that are appropriate to its potential, this essay revisits the concept of IL, discusses some of its misconceptions, and advocates for more intentional, reciprocal, and reflective applications. It is also argued that IL praxis should be coupled with critical theorist (or critical librarian) values, in order to achieve the most balanced relationships

Exploring Professional Development Models for DEI Pedagogies

While our institution has provided many workshops to kick-start DEI awareness, we are exploring different professional development (PD) models for the library. There are many possible ways to structure our professional learning, from reading groups, caucus or affinity groups, communities of practices, and professional learning communities. This lightning presentation reviews and analyzes different PD models for supporting information literacy instructors’ growth in DEI pedagogies and will share the path that SCU Library has chosen for our work

Exploring the Changing Teaching Practices and Needs of Business Faculty at Santa Clara University

This report will present the findings and recommendations of a study designed to explore Santa Clara University (SCU) business faculty’s current and emerging undergraduate teaching practices. The study was led locally by researchers in the SCU Library, with parallel studies conducted at fourteen other institutions of higher education in the United States during the 2018-19 academic year. These studies were coordinated at the national level by Ithaka S&R, a not-for-profit research and consulting service that helps academic and cultural communities serve the public good and navigate economic, technological, and demographic change. Ithaka will publish a capstone report of major themes across all fourteen institutions in Winter 2020 and will include recommendations that libraries, universities, and business schools can use to support the changing teaching practices of their business faculty

Algorithmic Literacy as Inclusive Pedagogy

The call for inclusive pedagogies has captured the wide interest of information literacy practitioners, who are now exploring what it means to teach inclusively and equitably within our discipline. This chapter argues that incorporating algorithmic literacy into our teaching praxis is an inclusive pedagogy, one which not only builds upon much of our professional priorities of the last ten years but also addresses an emerging need. By facilitating student awareness of algorithmic biases, for example, we can help to create a classroom environment that values the experiences and voices of all communities and that equips students with the willingness and tools to seek out and find the voices of those diverse communities. More specifically, adopting algorithmic literacy instruction can help us to create more inclusive learning outcomes, activities, and content, which are three inclusive teaching principles articulated in the ACUE Inclusive and Equitable Teaching Curriculum Crosswalk (2020). This chapter includes some example algorithmic literacy instructional materials at both the programmatic and course levels

2023 State of the Library

◼ Nicole Branch, University Library Dean Strategic Activities Budget Staffing Highlights from the Units ◼ Melanie Sellar, Assistant Dean, Learning & Engagement Instruction Research & Student Support Outreach & Programming Access & Delivery Services Learning Common Space ◼ Lev Rickards, Assistant Dean, Collections & Scholarly Communication Acquisitions Budget Major software migration Open Educational Resources Grant ◼ Spotlight Challenges to material

Genome-Wide Association Study Identifies Two Novel Regions at 11p15.5-p13 and 1p31 with Major Impact on Acute-Phase Serum Amyloid A

Elevated levels of acute-phase serum amyloid A (A-SAA) cause amyloidosis and are a risk factor for atherosclerosis and its clinical complications, type 2 diabetes, as well as various malignancies. To investigate the genetic basis of A-SAA levels, we conducted the first genome-wide association study on baseline A-SAA concentrations in three population-based studies (KORA, TwinsUK, Sorbs) and one prospective case cohort study (LURIC), including a total of 4,212 participants of European descent, and identified two novel genetic susceptibility regions at 11p15.5-p13 and 1p31. The region at 11p15.5-p13 (rs4150642; p = 3.20×10−111) contains serum amyloid A1 (SAA1) and the adjacent general transcription factor 2 H1 (GTF2H1), Hermansky-Pudlak Syndrome 5 (HPS5), lactate dehydrogenase A (LDHA), and lactate dehydrogenase C (LDHC). This region explains 10.84% of the total variation of A-SAA levels in our data, which makes up 18.37% of the total estimated heritability. The second region encloses the leptin receptor (LEPR) gene at 1p31 (rs12753193; p = 1.22×10−11) and has been found to be associated with CRP and fibrinogen in previous studies. Our findings demonstrate a key role of the 11p15.5-p13 region in the regulation of baseline A-SAA levels and provide confirmative evidence of the importance of the 1p31 region for inflammatory processes and the close interplay between A-SAA, leptin, and other acute-phase proteins

Rocket Science Can Be Understood: Librarians As STEM Faculty Outreach Partners

Librarians can play an active role in faculty research and enhancing public understanding of science. Now more than ever before, the nation’s scientists are engaging in outreach activities focused on the pre-college pipeline in order to ensure that a continuing supply of students enter college-level science disciplines and education programs, and ensure that schools graduate an informed citizenry appreciative of the sciences. Increased participation in these types of activities can be attributed in large part to funding agencies such as the National Science Foundation (NSF) and other STEM (science, technology, engineering and mathematics) focused grant programs, which now require that their funded scientists articulate both a research program and an outreach program (ie. “broader impacts” ). These outreach requirements present new opportunities for librarians to support faculty research and to further integrate their library into the teaching and learning mission of their institution

The emerging leadership landscape: Six perspectives

The Canadian LIS community is resonating with concern over a perceived deficit of quality applicants in the pool of new professionals. According to the 8Rs report The Future of Human Resources in Canadian Libraries, “virtually all types of libraries in the Canadian system are finding it the most difficult to fulfill their leadership, managerial, flexibility, innovation, technology, and workload needs.”1 Most interestingly, when the report ranked the top 10 most important and simultaneously most difficult to fulfill competencies, leadership potential rated number one

To Zoom or Loom? Video Platforms for Different Needs

When higher education institutions pivoted to emergency online teaching, we dove into video conferencing platforms like Zoom to support instructional continuity. Our use of those platforms quickly evolved to include synchronous and asynchronous instructional delivery. But is Zoom always the right tool? How might Loom serve different instructional needs