Digital labour shortage: a new divide in library and information studies education?

This paper offers a preliminary reflection on the degree to which the concept of 'digital labour' appears in current library and information studies (LIS) education language, including in course titles, course descriptions, and course content. A basis for this paper was established from September 2010 to April 2011 through examination of a global range of online publicly accessible LIS program information. First stage analysis indicates that LIS education language appears to treat digital labour reductively; it fails to account for the labour conditions that frame the work. A tightening of the search examined evidence of critical teaching and learning of digital labour that allow for determinations of how the digital work environment relates to library labour rights and movements. This resulted in a scan of English language and translated information for a total of 121 individual LIS programs. Several trends emerged, which suggest that digital labour is generally, and most often out of necessity, inherently connected to other issues studied in LIS programs. A potential, yet unborn, paradigm in LIS education negates the basic notion of digital labour movement. Recommendations include research into the potential value of teaching and learning about the theory and practice of digital labour, a more sufficient and sophisticated approach to digital labour within LIS education in foundations courses, and a proposed set of possible advanced topics for teaching and learning in LIS education. Limitations of this topical exploration include what might be explained by the unknown factor of what is actually unseen from publicly accessible documents. To test the meaning of our first-stage work, future inquiry might involve interviews with teachers and looking into classroom communication of learners to see how the idea of digital labour is being addressed by them even if it is only in the most subtle manner

Guitner, John-Lydia-Alma – The Guitner Family

https://digitalcommons.otterbein.edu/archives_spirit/1003/thumbnail.jp

Funding to bridge the digital divide: U.S. philanthropic giving to digital equity causes

Almost one in two people on the planet still don't have access to the internet. 120 millionAmericans still live without broadband. As the pandemic moved many of life's essential services online, the steep human costs of this digital divide came into sharp focus.With governments and economies rapidly digitizing, achieving digital equity — a state in which all individuals have the digital access, tools, and skills they need to operate in our digitizing society — is essential for civil society to deliver programs and achieve missions. Ensuring everyone has fast, reliable, affordable internet access is fundamental to progress on the causes we care most about — from education and economic development, to health and civic participation — within the communities we most care about.With digitalization so profoundly impacting the issues funders invest in, philanthropy must build an understanding of how the digital divide impacts its work and develop strategies to tackle it. To that end, this brief seeks to understand the extent to which philanthropy has invested in digital equity. As you'll see, the results suggest that the volume of grants awarded up to 2020 falls far short of what is needed. There is a huge opportunity for philanthropy to get involved in the digital equity space and make a significant impact.

Discursive Struggles Reflected in the Communication of Conservative Christian Parents and Their Adult Children With Differing Religious Beliefs and Values

Nearly half of American adults no longer believe in their childhood faiths (Pew Research Center, 2015). The steady decline of Christianity could have considerable impacts on family life (Pew Research Center, 2022). From a postmodern critical perspective and guided by Relational Dialectics Theory 2.0, the researcher sought to discern how conservative Christian parents and their adult children with differing religious beliefs and values communicated when they discussed these differences, as well as to identify the discourses that informed and were reflected in their talk and illustrate how these discourses interplayed and animated the meaning of participants’ Christian family identities. The researcher undertook turning points interviews; 30 adult children with differing religious beliefs and values from their conservative Christian parent(s) identified relational change sites. The researcher then used contrapuntal data analysis to analyze the data. Based in relational dialectics theory, the researcher discovered two primary discourses that informed and were reflected in participants’ talk concerning their communication with their conservative Christian parents: (a) righteousness and exclusion; and (b) openness and inclusion. Most participants countered the dominant discourse of righteousness and exclusion with the discourse of openness and inclusion. Others negated righteousness and exclusion altogether and/or entertained it along with openness and inclusion. Some participants brought the two discourses together, creating discursive hybrids. The findings of the present study facilitated the researcher’s argument that when adult children with differing religious beliefs and values from those of their conservative Christian parents assert their own religious identities to these parents, both the conservative Christian parents and the adult children experience difficulty making meaning of their Christian family identity. Understanding the interplay of the discourse of righteousness and exclusion and the discourse of openness and inclusion in participants’ talk provides insight into the processes of individual and collective identity construction and meaning making. The researcher discusses these insights and applications for these family members. Advisors: Dawn O. Braithwaite and Jordan Soli

Discursive Struggles Reflected in the Communication of Conservative Christian Parents and Their Adult Children With Differing Religious Beliefs and Values

Nearly half of American adults no longer believe in their childhood faiths (Pew Research Center, 2015). The steady decline of Christianity could have considerable impacts on family life (Pew Research Center, 2022). From a postmodern critical perspective and guided by Relational Dialectics Theory 2.0, the researcher sought to discern how conservative Christian parents and their adult children with differing religious beliefs and values communicated when they discussed these differences, as well as to identify the discourses that informed and were reflected in their talk and illustrate how these discourses interplayed and animated the meaning of participants’ Christian family identities. The researcher undertook turning points interviews; 30 adult children with differing religious beliefs and values from their conservative Christian parent(s) identified relational change sites. The researcher then used contrapuntal data analysis to analyze the data. Based in relational dialectics theory, the researcher discovered two primary discourses that informed and were reflected in participants’ talk concerning their communication with their conservative Christian parents: (a) righteousness and exclusion; and (b) openness and inclusion. Most participants countered the dominant discourse of righteousness and exclusion with the discourse of openness and inclusion. Others negated righteousness and exclusion altogether and/or entertained it along with openness and inclusion. Some participants brought the two discourses together, creating discursive hybrids. The findings of the present study facilitated the researcher’s argument that when adult children with differing religious beliefs and values from those of their conservative Christian parents assert their own religious identities to these parents, both the conservative Christian parents and the adult children experience difficulty making meaning of their Christian family identity. Understanding the interplay of the discourse of righteousness and exclusion and the discourse of openness and inclusion in participants’ talk provides insight into the processes of individual and collective identity construction and meaning making. The researcher discusses these insights and applications for these family members

The role of advection and dispersion in the rock matrix on the transport of leaking CO2-saturated brine along a fractured zone

CO2 that is injected into a geological storage reservoir can leak in dissolved form because of brine displacement from the reservoir, which is caused by large-scale groundwater motion. Simulations of the reactive transport of leaking CO2aq along a conducting fracture in a clay-rich caprock are conducted to analyze the effect of various physical and geochemical processes. Whilst several modeling transport studies along rock fractures have considered diffusion as the only transport process in the surrounding rock matrix (diffusive transport), this study analyzes the combined role of advection and dispersion in the rock matrix in addition to diffusion (advection-dominated transport) on the migration of CO2aq along a leakage pathway and its conversion in geochemical reactions. A sensitivity analysis is performed to quantify the effect of fluid velocity and dispersivity. Variations in the porosity and permeability of the medium are found in response to calcite dissolution and precipitation along the leakage pathway. We observe that advection and dispersion in the rock matrix play a significant role in the overall transport process. For the parameters that were used in this study, advection-dominated transport increased the leakage of CO2aq from the reservoir by nearly 305%, caused faster transport and increased the mass conversion of CO2aq in geochemical reactions along the transport pathway by approximately 12.20% compared to diffusive transport.Peer ReviewedPostprint (author's final draft