Changing the mindset of pre-service librarians: Moving from library servants to public servants

In the summer of 2020, we engaged in a participatory design process (also known as co-design) with 137 library staff from across the United States. These library staff provided insight into how public libraries built services to support non-dominant youth and families during crises. Through this work, we learned that these staff had a library servant instead of a public servant mindset. Public servants make decisions with community members. Library servants make decisions for them. We designed and published a Field Guide to help public library staff better understand how to work with and for communities during crisis times. We share our findings related to library staff mindsets in this paper

Incorporating Marginalized LIS Educators into LIS Programs Through Remote Work Options

The global pandemic has fundamentally changed the way that people work and learn, and has had a disproportionate impact on Black, Indigenous, and other people of color (BIPOC) (Marcelin, et al., 2021). Throughout the pandemic, all work (including higher education) moved to a fully remote work model. The goal of this panel is to explore the idea of remote work for library and information science (LIS) faculty in the long-term, and particularly discuss the positive implications that this work model could have for those who are BIPOC and/or otherwise marginalized. This is a critical discussion for LIS programs to engage in as the information professions currently face a moment of reckoning and they must work to bring equity for BIPOC colleagues and address the needs of LIS faculty

Strengthening children's privacy literacy through contextual integrity

Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts -family life, friendship, and education- and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules

Strengthening Children’s Privacy Literacy through Contextual Integrity

Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules

Collective Wisdom: An Exploration of Library, Archives and Museum Cultures

The 2016 Collective Wisdom: Library, Archives and Museum (LAM) Conference Exchange program brought together 18 librarians, archivists and museum professionals to form a cohort charged with exploring cross-sector practices and culture with an eye toward increasing interdisciplinary collaborations and continuing education. This white paper presents reflections and provides recommendations based on the cohort experience. Cohort members represented a range of library, archives and museum institutions, academic programs and professional organizations from across the US and the Territory of American Samoa

What Do Youth Service Librarians Need? Reassessing Goals and Curricula in the Context of Changing Information Needs and Behaviors of Youth

The ALISE Youth Services Special Interest Group (SIG) presents a panel that explores what “youth services” means in the context of LIS education today, including novel additions to youth services curricula and how the changing needs of youth impact LIS education. The session begins with five research presentations, followed by an open discussion and Q&A. The five presentations incorporate the following topics: critical youth information needs, methods of incorporating design thinking and interdisciplinary research into MLIS youth services courses, an investigation of dialogue between librarians and youth, and the role of family and community in youth information behavior. The discussion prompted by this scholarship serves as an important contribution to the continued reform and evolution of youth services education

Sequential Infection with Influenza A Virus Followed by Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) Leads to More Severe Disease and Encephalitis in a Mouse Model of COVID-19

COVID-19 is a spectrum of clinical symptoms in humans caused by infection with SARS-CoV-2. The coalescence of SARS-CoV-2 with seasonal respiratory viruses, particularly influenza viruses, is a global health concern. To understand this, transgenic mice expressing the human ACE2 receptor (K18-hACE2) were infected with influenza A virus (IAV) followed by SARS-CoV-2 and the host response and effect on virus biology was compared to K18-hACE2 mice infected with IAV or SARS-CoV-2 alone. The sequentially infected mice showed reduced SARS-CoV-2 RNA synthesis, yet exhibited more rapid weight loss, more severe lung damage and a prolongation of the innate response compared to the singly infected or control mice. Sequential infection also exacerbated the extrapulmonary encephalitic manifestations associated with SARS-CoV-2 infection. Conversely, prior infection with a commercially available, multivalent live-attenuated influenza vaccine (Fluenz Tetra) elicited the same reduction in SARS-CoV-2 RNA synthesis, albeit without the associated increase in disease severity. This suggests that the innate immune response stimulated by IAV inhibits SARS-CoV-2. Interestingly, infection with an attenuated, apathogenic influenza vaccine does not result in an aberrant immune response and enhanced disease severity. Taken together, the data suggest coinfection (‘twinfection’) is deleterious and mitigation steps should be instituted as part of the comprehensive public health and management strategy of COVID-19

Modeling Inclusive Practice?: Attracting Diverse Faculty and Future Faculty to the Information Workforce

Goals for achieving diversity among library and information studies (LIS) students and the workforce will remain frustrated until root issues of diversity in LIS faculty are addressed. Students from underrepresented populations are typically drawn to academic programs where they believe the faculty can relate to their experiences and feel that the academic programs include their perspectives. For these conditions to be met, LIS faculty must become much more racially diverse than they are currently. Key aspects for increasing diversity among LIS faculty are to increase the diversity of LIS doctoral students, who will be the new generations of LIS faculty, and for LIS programs to offer courses that meet the needs of these diversified populations. This article will examine the current state of diversity issues related to the education of LIS doctoral students, through the lens of the fourteen U.S.-based members of the iSchools caucus that offer LIS master's and doctoral programs. We will examine pedagogical initiatives that focus on diversity in LIS programs and federally funded grants that have supported recruitment efforts for doctoral students. Collectively, these issues will be used to identify possible strategies that can serve to promote diversity in LIS doctoral education.published or submitted for publicatio

Design Thinking in Academia

This is the text and slide deck for the keynote presentation given at the Fourth Annual Libraries Research and Innovative Practice Forum