Developing Special Collections of Interest to Local Communities

In the late 1950s, Oregon Technical Institute (OTI) in Klamath Falls, Oregon, was facing an uncertain future in its hometown. The former marine barrack facilities hosting the Institute were at the end of their lifetime and there was an offer to move OTI to Portland or Corvallis. Due in part to the concerted effort of the local community the Institute, now known as the Oregon Institute of Technology or Oregon Tech, is still located in Klamath Falls, on its geothermally heated campus. The Institute continues to maintain connections with the local community as an integral part of the university’s existence. The Special Collections and University Archives strive to strengthen the relationship with local researchers by collecting and preserving materials of vital interest to the local community. This article covers community usage of the Oregon Tech Libraries’ Special Collections: the Shaw Historical Library (SHL), The Klamath Waters Digital Library (KWDL) and the University Archives Geo-Heat Collection (print and digital)

The Making of an Open and Transparent Adaptive Information Literacy Module

Transparent course and assignment design gives students a framework with which to understand why the information is important and how it fits into the greater scheme of education and career. Open educational resources (OER) and open pedagogies use alternative copyright to make materials accessible and adaptable. This case study will describe merging these two principles to create an adaptable course module on information literacy. The module was built in six parts. Each part is designed after a pillar of information literacy as discussed in The Information Literacy User’s Guide, and OER. Each pillar has an informational page and assignments at different levels. These may be used as a whole, in parts, or adapted to what best suits the course need. If using the items as a whole, assignments can be scaffolded to build up to a single project. Assignments are each written using transparent design principals in order to make them equitably accessible across student populations. Related videos: History of the project: https://oit.instructuremedia.com/embed/2cd87fa4-1a63-4a6f-95ec-751951552268 TILT framework: https://oit.instructuremedia.com/embed/6ddb01d9-9594-42bc-926a-c3295321bde2 OER and Transparent: https://oit.instructuremedia.com/embed/5cf3af45-516b-4d97-a6cb-1807616c81aa LIS 305 the module in practice: https://oit.instructuremedia.com/embed/c100de8c-e6a2-4f57-a9df-1d7370e17be6 IL Module walk through: https://oit.instructuremedia.com/embed/41d2c973-b6f8-49f5-b377-dba65b80f480 Birds of a Feather Session 2: May 14, 1-2 Room 3: Open Pedagogy Course Design Zoom Link: https://lanecc.zoom.us/j/9995031779

An adaptive/open information literacy model for the sciences (Lowe-Wincentsen; Powers)

3 back-to-back presentations recorded using Zoom with a Question and Answer portion following the presentations. Uploaded files include an .mp4 (video), .m4a (audio), and .txt (Zoom chat transcripts in a text file).ON “DEVELOPING INFORMATION LITERATE ABILITIES”: UNCOVERING WHITENESS AT THE CENTER OF THE ACRL FRAMEWORK FOR INFORMATION LITERACY with Anders Tobiason What does it mean to be information literate? Who is the model information literate individual? Taking its cue from Critical Discourse Analysis and Antiracist Black Language Pedagogy, this presentation questions the foundational image of the information literate individual lying at the heart of the ACRL Framework for Information Literacy. Using critical race theory and an understanding of how whiteness functions as a presumed neutral background in our society, we begin to understand the whiteness of this individual. In this presentation, I briefly outline how whiteness functions and then move on to show how whiteness functions within the Framework more specifically. One of the main features of the Framework is an emphasis on “developing information literate abilities.” But for BIPOC individuals this fundamentally involves code-switching. As many scholars have recently argued code-switching causes harm beyond a change in individual language. When one’s understanding of what knowledge is and how information is constructed clashes with the aspirational model, one begins to question the validity of one’s own identity. As we begin to understand how whiteness underlies the Framework, we can begin to problematize its concept of information literacy and eventually find ways to allow a variety of information literacies to flourish. TRANSPARENT TEACHING IN ACTION: DEVELOPING A FIRST-YEAR SEMINAR LESSON PLAN with Lynda Irons Attendees will learn how the presenter applied the transparent teaching principles to develop a transparent-friendly, step-by-step lesson plan to teach a one-shot instruction session on scholarly articles to freshmen students. The presenter used the Searching is Strategic Exploration ACRL Framework as the foundation for developing the lesson plan. By the end of the presentation, attendees will: Learn the transparent teaching principles and why they matter; Learn to differentiate between purposes and tasks; Leave with a strategy to apply transparent teaching principles to their own First-Year Seminar/Experience instruction. AN ADAPTIVE/ OPEN INFORMATION LITERACY MODEL FOR THE SCIENCES with Dawn Lowe-Wincentsen and Alla Powers Transparent course and assignment design gives students a framework with which to understand why the information is important and how it fits into the greater scheme of education and career. Open educational resources (OER) and open pedagogies use alternative copyright to make materials accessible and adaptable. This case study describes using these two principles to create an adaptable course module on information literacy. This case study will also talk about the request and need for more accessible materials during the covid period and beyond. As an open resource in an electronic format this case study will also discuss the possible uses outside of the local university environment

On Developing Information Literate Abilities : Uncovering Whiteness at the Center of the ACRL Framework for Information Literacy

What does it mean to be information literate? Who is the model information literate individual? Taking its cue from Critical Discourse Analysis and Antiracist Black Language Pedagogy, this presentation questions the foundational image of the information literate individual lying at the heart of the ACRL Framework for Information Literacy. Using critical race theory and an understanding of how whiteness functions as a presumed neutral background in our society, we begin to understand the whiteness of this individual. In this presentation, I briefly outline how whiteness functions and then move on to show how whiteness functions within the Framework more specifically. One of the main features of the Framework is an emphasis on “developing information literate abilities.” But for BIPOC individuals this fundamentally involves code-switching. As many scholars have recently argued code-switching causes harm beyond a change in individual language. When one’s understanding of what knowledge is and how information is constructed clashes with the aspirational model, one begins to question the validity of one’s own identity. As we begin to understand how whiteness underlies the Framework, we can begin to problematize its concept of information literacy and eventually find ways to allow a variety of information literacies to flourish

Integrase Strand Transfer Inhibitors and Weight Gain in Children and Youth with Perinatal Human Immunodeficiency Virus in the DC Cohort

We conducted a retrospective analysis of 38 children and youth with human immunodeficiency virus (aged 0-19 years) in the United States and report an increased rate of change of BMI-for-age z score after initiating integrase strand transfer inhibitors (+0.19 z score units/year [95% confidence interval,. 01-.37]; P=.036) for a median follow-up of 527.5 days

Utilizing a storm-generating hotspot to study convective cloud transitions: The CACTI experiment

The Cloud, Aerosol, and Complex Terrain Interactions (CACTI) field campaign was designed to improve understanding of orographic cloud life cycles in relation to surrounding atmospheric thermodynamic, flow, and aerosol conditions. The deployment to the Sierras de Córdoba range in north-central Argentina was chosen because of very frequent cumulus congestus, deep convection initiation, and mesoscale convective organization uniquely observable from a fixed site. The C-band Scanning Atmospheric Radiation Measurement (ARM) Precipitation Radar was deployed for the first time with over 50 ARM Mobile Facility atmospheric state, surface, aerosol, radiation, cloud, and precipitation instruments between October 2018 and April 2019. An intensive observing period (IOP) coincident with the RELAMPAGO field campaign was held between 1 November and 15 December during which 22 flights were performed by the ARM Gulfstream-1 aircraft. A multitude of atmospheric processes and cloud conditions were observed over the 7-month campaign, including numerous orographic cumulus and stratocumulus events; new particle formation and growth producing high aerosol concentrations; drizzle formation in fog and shallow liquid clouds; very low aerosol conditions following wet deposition in heavy rainfall; initiation of ice in congestus clouds across a range of temperatures; extreme deep convection reaching 21-km altitudes; and organization of intense, hail-containing supercells and mesoscale convective systems. These comprehensive datasets include many of the first ever collected in this region and provide new opportunities to study orographic cloud evolution and interactions with meteorological conditions, aerosols, surface conditions, and radiation in mountainous terrain.Fil: Varble, Adam. Pacific Northwest National Laboratory; Estados Unidos. University of Utah; Estados UnidosFil: Nesbitt, Stephen William. University of Illinois at Urbana; Estados UnidosFil: Salio, Paola Veronica. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Centro de Investigaciones del Mar y la Atmósfera. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Investigaciones del Mar y la Atmósfera; Argentina. Instituto Franco-Argentino sobre Estudios del Clima y sus Impactos; ArgentinaFil: Hardin, Joseph C.. Pacific Northwest National Laboratory; Estados UnidosFil: Bharadwaj, Nitin. Pacific Northwest National Laboratory; Estados Unidos. Fortem Technologies; Estados UnidosFil: Borque, Paloma. Pacific Northwest National Laboratory; Estados UnidosFil: DeMott, Paul J.. State University of Colorado - Fort Collins; Estados UnidosFil: Feng, Zhe. Pacific Northwest National Laboratory; Estados UnidosFil: Hill, Thomas C. J.. State University of Colorado - Fort Collins; Estados UnidosFil: Marquis, James N.. Pacific Northwest National Laboratory; Estados UnidosFil: Matthews, Alyssa. Pacific Northwest National Laboratory; Estados UnidosFil: Mei, Fan. Pacific Northwest National Laboratory; Estados UnidosFil: Öktem, Rusen. University of California at Berkeley; Estados Unidos. Lawrence Berkeley National Laboratory; Estados UnidosFil: Castro, Vagner. Universidade Dos Açores; PortugalFil: Goldberger, Lexie. Pacific Northwest National Laboratory; Estados UnidosFil: Hunzinger, Alexis. Pacific Northwest National Laboratory; Estados UnidosFil: Barry, Kevin R.. State University of Colorado - Fort Collins; Estados UnidosFil: Kreidenweis, Sonia M.. State University of Colorado - Fort Collins; Estados UnidosFil: McFarquhar, Greg M.. Oklahoma State University; Estados Unidos. Cooperative Institute for Mesoscale Meteorological Studies; Estados UnidosFil: McMurdie, Lynn A.. University of Washington; Estados UnidosFil: Pekour, Mikhail. Pacific Northwest National Laboratory; Estados UnidosFil: Powers, Heath. Los Alamos National High Magnetic Field Laboratory; Estados UnidosFil: Romps, David M.. University of California at Berkeley; Estados Unidos. Lawrence Berkeley National Laboratory; Estados UnidosFil: Saulo, Andrea Celeste. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Centro de Investigaciones del Mar y la Atmósfera. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Investigaciones del Mar y la Atmósfera; Argentina. Ministerio de Defensa. Secretaria de Planeamiento. Servicio Meteorológico Nacional; ArgentinaFil: Schmid, Beat. Pacific Northwest National Laboratory; Estados Unidos. Berkeley University; Estados UnidosFil: Tomlinson, Jason M.. Pacific Northwest National Laboratory; Estados UnidosFil: van den Heever, Susan C.. State University of Colorado - Fort Collins; Estados UnidosFil: Zelenyuk, Alla. Pacific Northwest National Laboratory; Estados UnidosFil: Zhang, Zhixiao. University of Utah; Estados UnidosFil: Zipser, Edward J.. University of Utah; Estados Unido