Mix IT Up!: a blending of community informatics and youth services librarianship to further social justice in library and information science education

Mix IT Up! is a library and information science (LIS) education initiative blending theories and approaches in community informatics and youth services librarianship in order to further social justice agendas. It is based on collaboration with community partners who share similar interests and objectives. Prior to launching Mix IT Up!, community members identified a pressing need to engage with local youth more effectively. Mix IT Up! was developed to address this critical gap. From 2011 to 2015, Mix IT Up! enabled a broad array of community-based connections and projects related to youth advocacy and information technologies—the “IT” in the title—and provided robust opportunities for LIS students to gain experience in community engagement. Mix IT Up! serves as a model of effective practice in LIS education.published or submitted for publicatio

Queer Library Alliance: Global Reflections and Imaginings

Queer Library Alliance: Global Reflections and Imaginings Table of Contents, Acknowledgements, and IntroductionOpe

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

Riding the Waves: A Case Study of Learners and Leaders in Library and Information Science Education

This study examines learners and learning in the context of an established, multimodal graduate degree program originally developed as a distance education option. It is a learner-centered inquiry, building on Deweyan understanding, considering processes of individual and collective transformation within a particular educational environment. The context of the study is graduate education for library and information science (LIS), which provides exceptional possibilities for study of learners and learning. For instance, studying graduate level experience offers opportunities to consider learners as leaders. Additionally, disciplinary aspects of LIS are of particular significance. For example, LIS education is well suited to online environments because of the synergies that exist between technologies and professional practice based on information use. LIS, as this study, also generally emphasizes person-centered inquiry, an approach commonly referred to in LIS as user-centeredness. This case study is based on LEEP, a multimodal (synchronous + asynchronous + residential) program option at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, established in 1996. As LEEP is considered highly successful, in terms of growth, retention, data from course and program evaluations, awards, etc., it offers novel opportunities to explore emerging educational issues. Two aspects of this study deserve particular attention: program-level emphasis and hybridization. Program-level emphasis enables a consideration of learning experiences that extend between and beyond individual classrooms. Hybridization is based on LEEP as a multimodal program attracting both on-and off-site students. This research incorporates multifaceted data collection methods --participant-observation, surveys, and focus groups. These approaches facilitate an investigation of complex issues based on students' experiences as they progress through studies. Upon entry, students indicated intrinsic and extrinsic motivations and concerns related to joining the program. Students also shared details of the wide spectrum of competencies they bring into LEEP. During studies, students are involved in robust engagement spanning modalities at both the program and course levels. Within a context of ongoing support and interaction, they draw upon much of their pre-existing knowledge base as part of LEEP activities. In terms of collective engagement, as givers and receivers, students share encouragement, perspectives, information, and questions. Students' comments reveal the presence of an underlying competency based on service orientation plus communication. This seems to be the basis ofleadership development in LEEP. Within their experiences, students also encounter challenges, which may be considered counterforces. Some of their struggles are reoriented as opportunities to develop new competencies and build understanding. Towards the end of their programs, students reflect upon their experience and manifest significant transformation. The final section of the study proposes a model of learning and leading based on LEEP student experiences. This results in the development of new questions for future exploration

Riding the Waves: A Case Study of Learners and Leaders in Library and Information Science Education

241 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.The final section of the study proposes a model of learning and leading based on LEEP student experiences. This results in the development of new questions for future exploration.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Riding the Waves: A Case Study of Learners and Leaders in Library and Information Science Education

241 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.The final section of the study proposes a model of learning and leading based on LEEP student experiences. This results in the development of new questions for future exploration.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD