Social Media Representations of Makerspaces

Libraries across the world have increasingly established makerspaces and incorporated making-related activities into their programming. Yet little is known about how this proliferation translates digitally. In response, this study uncovers how libraries construct virtual representations of makers and makerspaces through their social media content and the evolution of content across time. This research analyzed 36,756 social media posts created between 2012-2021 and identifies statistically significant changes in quantitative metrics, uncovers the themes present in posts, and describes the identities and topics featured. Revealing these digital representations of makers and making is important because this content can replicate oppressive structures by influencing who uses these spaces and what is created

Examining the impacts of the covid-19 pandemic on library makerspaces and LIS makerspace curricula

The paper will outline two synergistic analyses that engage with the themes of resilient futures and education: a case study on the pandemic’s impact on LIS makerspace course curricula that was quickly converted from face-to-face to remote learning, and a broader analysis that explores how makerspace information professionals in higher education have adapted their services in response to safety protocols and to the holistic needs of their user communities. This paper contributes both to the conversation of LIS curricula as it pertains to teaching and training upcoming information professionals for careers in makerspaces, while also contextualizing these adaptations within the larger changes that were implemented by academic library makerspaces in North Carolina

Behind the Screens: Social Media Managers at Cultural Institutions

Social media managers may not be the first people that come to mind during a pandemic – their work is trivialized, undervalued, and denigrated as tasks any young person could perform. However, they are one of few, if not the only, information professionals at cultural institutions able to nurture scholarship, creativity, and imagination digitally during worldwide shutdowns. While library and museum staff believe social media is important (and will become even more so in the future) many organizations have no strategy for its use nor measure their efforts (Oosman et al., 2014; Aerni & Schegg, 2017; OCLC, 2018). In response to this absence of guidance, this study takes a practitioner-centered approach to learn how these communicators define, perform, and evaluate their work. This research uses longitudinal interpretative phenomenological analysis (LIPA) and dramaturgical metaphors to uncover and document social media managers’ lived experiences and the evolution of their role during the initial stages of the COVID-19 pandemic. Results are then used to inform a descriptive framework of social media work at cultural institutions and map participant descriptions of virtual content and programming to a continuum of institutional practices. These applications offer guidance for cultural institutions looking to better support their social media communicators and ultimately foster more meaningful engagement with broader audiences.Doctor of Philosoph

Behind the Screens: Social Media Managers at Cultural Institutions

Social media managers may not be the first people that come to mind during a pandemic – their work is trivialized, undervalued, and denigrated as tasks any young person could perform. However, they are one of few, if not the only, information professionals at cultural institutions able to nurture scholarship, creativity, and imagination digitally during worldwide shutdowns. While library and museum staff believe social media is important (and will become even more so in the future) many organizations have no strategy for its use nor measure their efforts (Oosman et al., 2014; Aerni & Schegg, 2017; OCLC, 2018). In response to this absence of guidance, this study takes a practitioner-centered approach to learn how these communicators define, perform, and evaluate their work. This research uses longitudinal interpretative phenomenological analysis (LIPA) and dramaturgical metaphors to uncover and document social media managers’ lived experiences and the evolution of their role during the initial stages of the COVID-19 pandemic. Results are then used to inform a descriptive framework of social media work at cultural institutions and map participant descriptions of virtual content and programming to a continuum of institutional practices. These applications offer guidance for cultural institutions looking to better support their social media communicators and ultimately foster more meaningful engagement with broader audiences

¿Existe un modelo propio específico de CRA en Castellón? Panorámica de los centros rurales de la provincia castellonense

Treball Final de Master en Comunicació Intercultural i d'Ensenyament de Llengües. Codi: SBC042. Curs: 2020/2021Me interesa la educación que se imparte en el medio rural. Desde hace tiempo me pregunto cómo se estructuran y se organizan a nivel de centro para llevar a cabo la praxis educativa, cuál es su modo de funcionar y su metodología pedagógica. Cómo conviven en el aula el alumnado integrante y cómo se desarrolla el proceso de enseñanza-aprendizaje. La diversidad, la inclusión, la heterogeneidad de los grupos, los reducidos espacios y recursos que tiene la escuela rural, etc. es lo que me empujó a investigar sobre esta línea en el Trabajo Final de Máster (TFM). Todo ello sumado, además, al escaso estudio que obtuve en cuanto a la docencia rural se refiere durante mi formación en el Grado de Magisterio de Primaria, ha hecho que elabore este trabajo para mejorar mis conocimientos sobre esta tipología de centros educativos y, sobre todo, para desempeñar mi función docente de manera más eficaz y eficiente si tuviese la oportunidad de trabajar en un futuro en estos centros. Ellas (las escuelas rurales), pese a los avances que se han producido en materia de estudio e investigación, por un lado, y por otro, tomado con cautela, en las medidas de las administraciones, han sido y siguen siendo realidades educativas olvidadas, y cuando no, consideradas de segunda, y llegado el caso, de tercera clase. El discurso hegemónico, el urbano-centrista, ha causado mucho daño a las escuelas de las zonas rurales. (Rosa Vázquez, 2018, p.5). En el momento de la elección de este tema me planteo investigar, más concretamente, sobre los Colegios Rurales Agrupados (CRA) de la provincia de Castellón. He ahí mi interés puesto que parte de mi familia paterna procede de un pueblo de la Comarca del Alto Palancia, por lo que considero muy arraigada mi identidad social al ámbito rural. Además, he apostado por esta elección porque, aunque he podido encontrar investigaciones sobre CRA específicos de esta provincia, me he dado cuenta de que ninguno recoge un estudio comparativo sobre los aspectos a tratar en este trabajo de la totalidad de los CRA de Castellón. Por lo que el objeto de estudio de esta investigación se centra en lo siguiente: Elaborar una panorámica de los CRA de la provincia de Castellón para definir si existe un modelo propio específico de CRA. Para ello, los objetivos que me planteo para abordarlo son: - Acotar los conceptos de medio rural y escuela rural de España. - Definir el origen, la evolución y las características del modelo CRA en España. - Recopilar prácticas educativas de los CRA de Castellón y sus efectos en el alumnado. Para afrontar estos objetivos, dicho estudio teórico-experimental se ha desarrollado siguiendo la siguiente estructura. En el primer apartado se muestra una revisión teórica sobre la educación rural, incorporando y contrastando diversas aportaciones de otros estudios anteriores y analizando la importancia que tiene ésta en el marco institucional y legal. Además, se explica la tipología de centros rurales existentes y las características del modelo CRA a nivel estructural, organizativo y funcional. Se analiza el modelo CRA en la provincia de Castellón y se expone el mapa escolar y su red de centros. En una segunda parte, se detalla con énfasis cómo se ha elaborado este estudio, qué criterios se han empleado para seleccionar el material utilizado y qué técnicas de recogida de datos. Se recogen los resultados obtenidos y se vierte la conclusión que contiene la respuesta al objetivo propuesto en este TFM. Finalmente, se adjuntan las referencias bibliográficas y los anexos con la información recogida

Effects of warm climatic periods on dairy cow behaviour and production in Scotland

Global warming is resulting in an overall increase in temperatures and in the frequency of extreme weather events. In dairy cattle, thresholds within the temperature-humidity index (THI) have been used to indicate points at which cattle will likely experience thermal stress (e.g., a THI threshold of 75 predicts thermal stress). However, high-yielding dairy cows that reside in temperate maritime climates may experience some degree of thermal discomfort below this threshold particularly when they are housed. Housing often results in high levels of humidity. The use of technology such as activity monitors and automated intake measures allow us to monitor responses. The aim of this study was to use technological solutions to assess behavioural changes in response to moderate increases in THI levels. Data from dairy cattle on an experimental unit were used. Data on daily lying times, lying bout frequency, step count, feed and water intake and milk yield were extracted for 8 pairs of warmer (THI<65) and 8 matching cooler (THI=43 to 60) periods. Warm and cool periods were no more than 5 weeks apart to ensure that the data from the same animals were being compared. The first three days from each period were analysed. Results showed that total daily lying time was shorter during warmer periods than cooler periods (P<0.05; means and SEMs (h): warm: 11.3±0.06h; cool: 11.8±0.06h). However, there was no effect of THI level on the no. of steps taken by cows (P>0.05 (counts) warm: 868±8 steps; cool: 878±9 steps). Water intake was higher during warm periods (P<0.05: (l) = warm: 81.2±0.7l; cool: 72.1±0.6), but there was no difference in feed intake (warm: 57.6±0.5kg; cool: 57.1±0.3kg). Milk yield was lower during warm periods than cool periods (P<0.05; (l): warm: 31.8±0.3; cool: 32.7±0.2). This suggests that behaviour and milk yield are mildly adversely affected even in conditions that are not traditionally regarded as exceeding cows’ ability to cope with thermal challenge

Effects of warm climatic periods on dairy cow behaviour and production in Scotland

Global warming is resulting in an overall increase in temperatures and in the frequency of extreme weather events. In dairy cattle, thresholds within the temperature-humidity index (THI) have been used to indicate points at which cattle will likely experience thermal stress (e.g., a THI threshold of 75 predicts thermal stress). However, high-yielding dairy cows that reside in temperate maritime climates may experience some degree of thermal discomfort below this threshold particularly when they are housed. Housing often results in high levels of humidity. The use of technology such as activity monitors and automated intake measures allow us to monitor responses. The aim of this study was to use technological solutions to assess behavioural changes in response to moderate increases in THI levels. Data from dairy cattle on an experimental unit were used. Data on daily lying times, lying bout frequency, step count, feed and water intake and milk yield were extracted for 8 pairs of warmer (THI<65) and 8 matching cooler (THI=43 to 60) periods. Warm and cool periods were no more than 5 weeks apart to ensure that the data from the same animals were being compared. The first three days from each period were analysed. Results showed that total daily lying time was shorter during warmer periods than cooler periods (P<0.05; means and SEMs (h): warm: 11.3±0.06h; cool: 11.8±0.06h). However, there was no effect of THI level on the no. of steps taken by cows (P>0.05 (counts) warm: 868±8 steps; cool: 878±9 steps). Water intake was higher during warm periods (P<0.05: (l) = warm: 81.2±0.7l; cool: 72.1±0.6), but there was no difference in feed intake (warm: 57.6±0.5kg; cool: 57.1±0.3kg). Milk yield was lower during warm periods than cool periods (P<0.05; (l): warm: 31.8±0.3; cool: 32.7±0.2). This suggests that behaviour and milk yield are mildly adversely affected even in conditions that are not traditionally regarded as exceeding cows’ ability to cope with thermal challenge

Wikipedia Edit-a-thons as Sites of Public Pedagogy

Wikipedia edit-a-thon events provide a targeted approach toward incorporating new knowledge into the online encyclopedia while also offering pathways toward new editor participation. Through the analysis of interviews with 13 edit-a-thon facilitators, however, we find motivations for running edit-a-thons extend far beyond adding content and editors. In this paper, we uncover how a range of personal and institutional values inspire these event facilitators toward fulfilling broader goals including fostering information literacy and establishing community relationships outside of Wikipedia. Along with reporting motivations, values, and goals, we also describe strategies facilitators adopt in their practice. Next, we discuss challenges faced by facilitators as they organize edit-a-thons. We situate our findings within two complementary theoretical lenses-information ecologies and public pedagogy to guide our interpretation. Finally, we suggest new ways in which edit-a-thons, as well as similar peer production events and communities, can be understood, studied, and evaluated

Intimate partner violence among adolescents and young women: prevalence and associated factors in nine countries: a cross-sectional study.

BACKGROUND: Little is known about the prevalence of intimate partner violence (IPV) and its associated factors among adolescents and younger women. METHODS: This study analyzed data from nine countries of the WHO Multi-country Study on Women's Health and Domestic Violence against Women, a population based survey conducted in ten countries between 2000 and 2004. RESULTS: The lifetime prevalence of IPV ranged from 19 to 66 percent among women aged 15 to 24, with most sites reporting prevalence above 50 percent. Factors significantly associated with IPV across most sites included witnessing violence against the mother, partner's heavy drinking and involvement in fights, women's experience of unwanted first sex, frequent quarrels and partner's controlling behavior. Adolescent and young women face a substantially higher risk of experiencing IPV than older women. CONCLUSION: Adolescence and early adulthood is an important period in laying the foundation for healthy and stable relationships, and women's health and well-being overall. Ensuring that adolescents and young women enjoy relationships free of violence is an important investment in their future