DEVELOPMENT AND EXECUTION OF A PUBLIC POLICY EDUCATION PROGRAM: DOING THE JOB

Teaching/Communication/Extension/Profession,

AROUND THE WATER TABLE - A COLORADO PUBLIC AFFAIRS EDUCATION PROGRAM

Teaching/Communication/Extension/Profession,

Writing Information Literacy Assessment Plans: A Guide to Best Practice

Academic librarians throughout higher education add value to the teaching and learning missions of their institutions though information literacy instruction. To demonstrate the full impact of librarians on students in higher education, librarians need comprehensive information literacy assessment plans, composed of instructional program-level and outcome-level components, that summarize the purpose of information literacy assessment, emphasize the theoretical basis of their assessment efforts, articulate specific information literacy goals and outcomes, describe the major assessment methods and tools used to capture evidence of student learning, report assessment results, and highlight improvements made as a consequence of learning assessment

The Effects of pH on Cationic Agents to Increase the Efficiency of TiO\u3csub\u3e2\u3c/sub\u3e in Paper

The effect of pH on the efficiency of the cationic agents, Kymene 557 (Epichlorohydrin) and Tydex (Polyethylenimine), was studied, and the efficiencies of the two cationic agents were compared. The pH at which cationic agents are most effective, considering percent retention of titanium dioxide, is pH 5.7 at the time of titanium dioxide slurry addition. The pH for optimum opacity in a sheet is pH 6.0. A pH that is controlled by alum, rather than independently of alum, produces higher titanium dioxide retentions and opacities. Maximum efficiency is not controlled by pH alone. An alum loading of about 3.5% should be present at the time of titanium dioxide addition. Although the pH 5.7 produces the best results at the point just before the titanium dioxide-cationic agent slurry is added, if one retains this pH, by adjusting pH of dilution water, right up to the point of sheet formation, the efficiency of the cationic agent decreases. Comparing Kymene and Tydex as cationic agents, Kymene produced the best retention of titanium dioxide and opacity in the sheet, when the cationic agent was added to the titanium dioxide particles. At pH 7.0 Kymene produced a zeta potential of +2.54mV on the titanium dioxide, and Tydex only produced +0.99mV

There’s a standard for that: Aligning academic aspirations, professional standards, and ALA accreditation

The Syracuse University library and information science (LIS) program has committed to a new focus on INformation Justice, Equity, and Community EngagemenT (INJECT) that will guide a redesign of our program and redefine our commitment to our students, our coursework, and our impact on the information profession and broader community. While INJECT concepts form the bedrock of our new curriculum, our program is committed to being responsive to library professional standards as well as the ALA Standards for Accreditation of Master’s Programs in Library and Information Studies. Professional standards produced by library associations including ALA, IFLA, ACRL, SLA, RUSA, and YALSA reflect the needs of the library profession and impact the knowledge, skills, abilities, and dispositions librarians need to learn. In designing professional curriculum, LIS faculty must respond to and design for existing standards and competency lists in order to create a program that correlates with the ideals held by various library organizations. At the same time, LIS programs must demonstrate alignment with ALA Standards for Accreditation. So, how do the various competency lists compare to accreditation standards? How do the competencies and standards support INJECT topics, including critical librarianship, social justice, and equity and where do they fall short? This poster reveals an analysis and alignment of professional standards, accreditation standards, and our aspirations to better represent information justice, equity, and community engagement in LIS. This work can enable faculty to transform LIS curricula and create a resilient future for our programs, our student, and the broader LIS profession

Family Caregivers Identify Their Needs from the Inpatient Team during a Loved One’s Inpatient Psychiatric Hospitalization

Introduction: According to existing literature, family-caregiver needs during a loved one’s inpatient psychiatric hospitalization are not fully understood or addressed in practice. We aimed to identify specific, practical family caregiver needs from the inpatient team during a loved one’s psychiatric hospitalization. Methods: Semi-structured interviews were designed and tested through a phenomenological analytical approach. Interviews were conducted with family caregivers (n = 16, one caregiver per loved one) who participated in caring for a loved one (age 18-30 years) during an inpatient psychiatric hospitalization. Results: Four main themes arose: the need to be listened to and collaborated with regarding treatment planning, the need for education and guidance about mental illness, the need for emotional support and validation by the inpatient team, and that family caregivers associate their experience with their perception of their loved one’s experience. Discussion: Interactions with the inpatient team are meaningful to family caregivers, who have needs that are or are not met. Study participants indicated that they feel better supported when they are fully included in their loved one’s care, it matters how information and education are delivered and by whom, and they appreciate dedicated support for themselves. Furthermore, their feelings are influenced by their understanding of their loved one’s experience. Conclusions: Understanding what family caregivers value in their interactions with the inpatient team illuminates areas to design support for family caregivers with a loved one in a psychiatric hospital. Families want support from the whole team for different needs at different times throughout hospitalization and after discharge

Green blood.: a phenomenological study of long-term Girl Scout volunteers

This study examined the role of Girl Scout volunteering for women. I used three guiding questions: 1) why women engaged in volunteering, 2) whether they considered it leisure, and 3) how they negotiated constraints to volunteering. Research was conducted through interviews with 12 long-term Girl Scout volunteers. Phenomenology provided the theoretical standpoint for the analysis, and constant comparison of the data resulted in several themes. All participants had daughters in their troops, and connected their volunteering to the responsibility to care for their daughter. Participants benefited from volunteering, which motivated them to continue. Most participants adopted a role identity as Girl Scout volunteers. Participants experienced volunteering as serious leisure, with all of the advantages and disadvantages inherent in commitment to complex pursuits

Planning, Building, and Assessing an Online Information Literacy Tutorial: The LOBO Experience

Each fall, first-year students arrive at colleges across the country with widely varying abilities to complete library research assignments. Some students enter higher education as veterans of the information seeking process, armed with strong school library media preparation and ready to conquer any research assignment. Far more first-year students are over-reliant on Internet resources, confused about distinctions between scholarly and popular sources, daunted by scores of article databases, and mystified by the LC classification system. Academic librarians face the challenge of establishing baseline information literacy skills in all students, often with limited time and resources. One way to confront this challenge facing academic librarians is an online information literacy tutorial