BiblioBouts: A Scalable Online Social Game for the Development of Academic Research Skills

Researchers at the School of Information of the University of Michigan are designing, developing, and evaluating BiblioBouts, an online game that helps students learn academic research skills. Players practice using online library research tools while they work on an in-class assignment and produce a high-quality bibliography, at the same time as they are competing against each other to win the game! While librarians are experts at helping students who want to learn about academic research, most students are reluctant participants because they want just-in-time personal assistance that is tailored to their unique information needs, and faculty are reluctant to cede class time. The BiblioBouts project enlists games to teach undergraduate students information literacy skills and concepts in the classroom. Social gaming reinforces principles of good learning, including getting results by trial and error, self-discovery, following hunches and reinforcement through repetition. BiblioBouts also incorporates collaborative problem solving and participation in a community of learning. The project aims to explore how games can be utilized to achieve information literacy goals and to yield open-source game software that libraries could use immediately to enhance their information literacy programs. The LOEX presentation will incorporate a live interactive demo of the game, as well as videos demonstrating gameplay. We will discuss challenges in situating the game into the classroom and integrating it into existing course syllabi. The presentation will describe how we have adapted the game in response to feedback from students and instructors during the pilot process

BiblioBouts Project Interim Report #5

The University of Michigan’s School of Information and its partner, the Center for History and New Media at George Mason University, have undertaken the 4-year BiblioBouts Project (October 1, 2008 to September 30, 2012) to support the design, development, testing, and evaluation of the web-based BiblioBouts game to teach incoming undergraduate students information literacy skills and concepts. This fifth interim report describes the BiblioBouts Project team’s 12-month progress achieving the project’s 4 objectives: designing, developing, deploying, and evaluating the BiblioBouts game and recommending best practices for future information literacy games. This latest 12-month period was marked by extensive progress in the analysis of evaluation data from the testing of the beta 1.0 version of BiblioBouts and putting to work what was learned from this analysis in the design and development of the beta 2.0 version of BiblioBouts. Major tasks that will occupy the team for the next 12 months are demonstrating BiblioBouts’ learning goals, recruiting more instructors to incorporate BiblioBouts in their classes, seeking additional funding, and finding a future home for BiblioBouts. For additional information about game design, pedagogical goals, scoring, game play, project participants, and playing BiblioBouts in your course, consult the BiblioBouts Project web site (http://bibliobouts.si.umich.edu).Institute of Museum and Library Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/87186/1/bbInterimReportToIMLS05.pd

Building the Games Students Want to Play: BiblioBouts Project Interim Report #2

The University of Michigan’s School of Information and its partner, the Center for History and New Media at George Mason University, are undertaking the 3-year BiblioBouts Project (October 1, 2008 to September 30, 2011) to support the design, development, testing, and evaluation of a computer game to teach incoming undergraduate students information literacy skills and concepts. This second interim report describes the project team’s 5-month progress achieving 2 of the project’s 4 objectives, designing the BiblioBouts game and engaging in evaluation activities. It also enumerates major tasks that will occupy the team for the next 6 months. Appendixes A and B describe the game’s design and include pedagogical goals and how the game scores players.Institute of Museum and Library Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/64293/1/bbInterimReportToIMLS02.pd

BiblioBouts final performance review

A University of Michigan (U-M) research team designed, developed, deployed, and evaluated the BiblioBouts information literacy game. BiblioBouts gave students repeated opportunities to develop and practice information literacy skills while they completed a research-and-writing assignment. The evaluation enlisted a multi-methodological approach to data collection. BiblioBouts players were exposed to more online sources than non-players. Players cited more sources in their final-paper bibliographies than non-players. Players felt that they would be better at and more confident about performing various research tasks than they felt before playing the game. They rated their motivation and perseverance at playing the game at high and very high levels. They cited many game-play benefits such as getting a head start on their research, finding relevant sources from classmates’ submissions, becoming a more confident researcher, and being better prepared to write their papers as a result of using the Zotero citation management system.Institute of Museum and Library Serviceshttp://deepblue.lib.umich.edu/bitstream/2027.42/97036/1/bbFinalPerfReviewToIMLS.pd

Building the Games Students Want to Play: BiblioBouts Project Interim Report #3

The University of Michigan's School of Information and its partner, the Center for History and New Media at George Mason University, are undertaking the 3-year BiblioBouts Project (October 1, 2008 to September 30, 2011) to support the design, development, testing, and evaluation of the web-based BiblioBouts game to teach incoming undergraduate students information literacy skills and concepts. This third interim report describes the BiblioBouts Project team’s 6-month progress achieving the project's 4 objectives: designing, developing, deploying, and evaluating the BiblioBouts game and recommending best practices for future information literacy games. This latest 6-month period was marked by extensive progress in the deployment and evaluation of the alpha version of BiblioBouts. Major tasks that will occupy the team for the next 6 months are applying evaluation findings to game redesign and enhancement. For general information about game design, pedagogical goals, scoring, game play, project participants, and playing BiblioBouts in your course, consult the BiblioBouts Project web site.Institute of Museum and Library Serviceshttp://deepblue.lib.umich.edu/bitstream/2027.42/69157/1/bbInterimReportToIMLS03.pd

Genome-wide association study identifies six new loci influencing pulse pressure and mean arterial pressure.

Numerous genetic loci have been associated with systolic blood pressure (SBP) and diastolic blood pressure (DBP) in Europeans. We now report genome-wide association studies of pulse pressure (PP) and mean arterial pressure (MAP). In discovery (N = 74,064) and follow-up studies (N = 48,607), we identified at genome-wide significance (P = 2.7 × 10(-8) to P = 2.3 × 10(-13)) four new PP loci (at 4q12 near CHIC2, 7q22.3 near PIK3CG, 8q24.12 in NOV and 11q24.3 near ADAMTS8), two new MAP loci (3p21.31 in MAP4 and 10q25.3 near ADRB1) and one locus associated with both of these traits (2q24.3 near FIGN) that has also recently been associated with SBP in east Asians. For three of the new PP loci, the estimated effect for SBP was opposite of that for DBP, in contrast to the majority of common SBP- and DBP-associated variants, which show concordant effects on both traits. These findings suggest new genetic pathways underlying blood pressure variation, some of which may differentially influence SBP and DBP

A922 Sequential measurement of 1 hour creatinine clearance (1-CRCL) in critically ill patients at risk of acute kidney injury (AKI)

Meeting abstrac

The impact of viral mutations on recognition by SARS-CoV-2 specific T cells.

We identify amino acid variants within dominant SARS-CoV-2 T cell epitopes by interrogating global sequence data. Several variants within nucleocapsid and ORF3a epitopes have arisen independently in multiple lineages and result in loss of recognition by epitope-specific T cells assessed by IFN-γ and cytotoxic killing assays. Complete loss of T cell responsiveness was seen due to Q213K in the A∗01:01-restricted CD8+ ORF3a epitope FTSDYYQLY207-215; due to P13L, P13S, and P13T in the B∗27:05-restricted CD8+ nucleocapsid epitope QRNAPRITF9-17; and due to T362I and P365S in the A∗03:01/A∗11:01-restricted CD8+ nucleocapsid epitope KTFPPTEPK361-369. CD8+ T cell lines unable to recognize variant epitopes have diverse T cell receptor repertoires. These data demonstrate the potential for T cell evasion and highlight the need for ongoing surveillance for variants capable of escaping T cell as well as humoral immunity.This work is supported by the UK Medical Research Council (MRC); Chinese Academy of Medical Sciences(CAMS) Innovation Fund for Medical Sciences (CIFMS), China; National Institute for Health Research (NIHR)Oxford Biomedical Research Centre, and UK Researchand Innovation (UKRI)/NIHR through the UK Coro-navirus Immunology Consortium (UK-CIC). Sequencing of SARS-CoV-2 samples and collation of data wasundertaken by the COG-UK CONSORTIUM. COG-UK is supported by funding from the Medical ResearchCouncil (MRC) part of UK Research & Innovation (UKRI),the National Institute of Health Research (NIHR),and Genome Research Limited, operating as the Wellcome Sanger Institute. T.I.d.S. is supported by a Well-come Trust Intermediate Clinical Fellowship (110058/Z/15/Z). L.T. is supported by the Wellcome Trust(grant number 205228/Z/16/Z) and by theUniversity of Liverpool Centre for Excellence in Infectious DiseaseResearch (CEIDR). S.D. is funded by an NIHR GlobalResearch Professorship (NIHR300791). L.T. and S.C.M.are also supported by the U.S. Food and Drug Administration Medical Countermeasures Initiative contract75F40120C00085 and the National Institute for Health Research Health Protection Research Unit (HPRU) inEmerging and Zoonotic Infections (NIHR200907) at University of Liverpool inpartnership with Public HealthEngland (PHE), in collaboration with Liverpool School of Tropical Medicine and the University of Oxford.L.T. is based at the University of Liverpool. M.D.P. is funded by the NIHR Sheffield Biomedical ResearchCentre (BRC – IS-BRC-1215-20017). ISARIC4C is supported by the MRC (grant no MC_PC_19059). J.C.K.is a Wellcome Investigator (WT204969/Z/16/Z) and supported by NIHR Oxford Biomedical Research Centreand CIFMS. The views expressed are those of the authors and not necessarily those of the NIHR or MRC

BiblioBouts Project Interim Report #1

The University of Michigan’s School of Information and its partner, the Center for History and New Media at George Mason University, are undertaking the 3-year BiblioBouts Project (October 1, 2008 to September 30, 2011) to support the design, development, testing, and evaluation of a computer game to teach incoming undergraduate students information literacy skills and concepts. This first interim report describes the project team’s 7-month progress achieving 2 of the project’s 4 objectives, designing the BiblioBouts game and initiating evaluation activities. It also enumerates major tasks that will occupy the team for the next 5 months. Game design details are given in appendix A that includes pedagogical goals and how the game scores players.Institute of Museum and Library Serviceshttp://deepblue.lib.umich.edu/bitstream/2027.42/62072/1/bbInterimReportToIMLS01.pd