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3264.More information
Objective - Over the last decade, many academic libraries have hired data professionals to offer research data services. As these positions often require different types of experience than traditional librarian positions, there is an increased interest in hiring professionals from outside the typical library and information science (LIS) pipeline. More broadly, there has also been an increased interest in academic libraries and higher education to incorporate the principles and practices of diversity, equity, inclusion, and accessibility (DEI&A) into their work. These phenomena allow an opportunity to examine the growing area of data professionals and library hiring practices through the lens of DEI&A. Data was collected from 180 data professional job positions, including education, experiences, and skills, to better understand the evolving and complex landscape of data professionals and to provide evidence based recommendations regarding how the profession can enact meaningful and lasting change in the areas of DEI&A. Methods - The qualifications and responsibilities listed in data professional job postings from 2013 to 2018 were examined. Prior to analyzing the job postings, a codebook of 43 variables was developed. The 177 data professional job postings (corresponding to 180 positions) were independently analyzed, noting the presence of each variable, including the locations and the degrees of complexity sought. After coding, discrepancies were mutually resolved. Overall, the coding process had 94% intercoder agreement, which indicates a high level of agreement. Results - Over one-third of postings (n = 63, 35%) did not use the word “librarian” in the job title. Eighty-eight percent (n = 159) required a Master’s in LIS degree, but 67% (n = 119) also accepted an equivalent degree. Over half of the positions (n = 108, 60%) were also looking for an additional degree, most frequently a graduate degree. The median salary of the positions listing a quantitative value was $57,000; however, this value may not be accurate because only 26% of job positions (n = 47) gave a quantitative salary. From the research data management skills mentioned, general data management (n = 155, 86%), data repositories (n = 122, 68%), and data curation (n = 101, 56%) appeared most frequently. Libraries were also looking for traditional LIS skills and experiences, including instruction (n = 138, 77%), consultation (n = 121, 67%), and a public services perspective (n = 69, 38%). Conclusion - The results show that academic libraries are trying to recruit candidates from outside the traditional academic library pipeline. Research data activities (a non-traditional area for LIS) and traditional LIS areas were both frequently mentioned. Overall, these job positions should be written through a more intentional lens of DEI&A. This would help to make data professional positions more diverse and inclusive, while also helping academic libraries to reach their goal of recruiting outside of LIS. A set of concrete DEI&A recommendations are provided that are applicable for writing all library positions, so that readers can put these results into action and enact meaningful change within the profession.
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3265.More information
This article reports on a study involving multiple sources of data that captured adult Syrian refugee learners’ unique language-learning needs by developing and implementing needs assessment surveys; conducting in-depth, semi-structured interviews with the learners and teachers; and analyzing the learners’ oral production. The insights gained from the analysis of direct data (the learners’ oral production) and indirect data (content analysis using NVivo 12 Plus of the learning needs reported by learners and teachers) are intended to inform the work of researchers conducting needs assessment as well as the practices that are applicable within and beyond the Canadian context of instructors and material developers working with English-language learners who are refugees.
Keywords: Syrian refugees, adult language learners, language training, needs analysis, resettlement, integration
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3266.More information
The COVID-19 pandemic turned the music industry upside-down overnight and impacted music-making at all levels. In these special issues, we invited musicians, performers, scholars, arts presenters, and other cultural workers to reflect on the extraordinary challenges posed by the pandemic and to begin envisaging a post-pandemic musical landscape. The struggles to maintain connection and the unquantifiable intimacies of exchange that characterize live music at its best are counterpoised against, but also enacted via, the new necrophonics––or sounds made within, and in spite of, moribund, dying spaces––the pandemic has exposed. Improvisation, in this context, becomes even more salient as a practice of adaptation and resistance to the newly emergent norms. This volume is a start at assembling diverse voices that move from first principles to direct action, and we emphasize the remarkable scope of pragmatic, grassroots solutions proposed by contributors across a significant range of voices and experiences. We argue for a fundamental first principle in which direct actions that support the allocation of resources to the creative commons be lateralized to avoid top-down forms that limit access to, and use of, precious public commons resources.
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3267.More information
Analysis of policies relevant to Aboriginal and Torres Strait Islander Peoples could help improve health outcomes—a critical challenge in Australia. While there are many health policy analysis frameworks, we did not find one which supported decolonising approaches across stages of the policy cycle. Generic frameworks were not based on decolonising approaches, and so risk perpetuating structural inequalities underpinning health disparities. Aboriginal and Torres Strait Islander specific frameworks articulated ways of working rather than addressing policy stages. We devised a new policy analysis framework by drawing upon Aboriginal and Torres Strait Islander specific and other policy analysis frameworks. The new framework can help critically analyse existing Aboriginal and Torres Strait Islander health policy and guide future policy making.
Keywords: evaluation, assessment, guideline, protocol, reform, self-determination, human rights, cultural safety, decolonising health policy, healthy policy frameworks, approaches to health policy analysis
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3268.More information
This study examines pre-service teacher candidates’ (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners’ writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language- Inclusive Teaching (PeCK–LIT) Test, and TCs’ unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs’ stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.
Keywords: translanguaging, teacher education, multiliteracies, English language learners, multilingual learners, writing
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3269.More information
Background: Open inquiry-based learning (IBL) that aims to foster higher-level thinking, is defined by students formulating their own questions and learning through exploration. The present study aimed to summarize the breadth of metrics used to evaluate health professions trainees in open IBL curricula. Methods: We conducted a scoping review to identify publications detailing trainee outcomes in open IBL initiatives in health professions education. We queried five databases and included studies which described interventions with five phases of IBL (orientation, conceptualization, investigation, conclusion, and discussion). We completed abstract and full text reviews in duplicate. Data were collated and summarized. Results: From 3030 record, 21 studies were included in the final extraction (k = 0.94), with nine involving physician trainees and twelve involving nursing trainees. Three studies used validated data collection tools to measure student inquiry behavior, and a single study used a validated data collection tool to measure critical thinking abilities. Most studies (n = 11) reported trainee self-reported satisfaction or perceived gain of skills as the primary outcome. All four studies using validated tools reported high scores in inquiry behaviors at the end of the curriculum and results on critical thinking skills were mixed. One study collected serial data, while remaining studies collected pre-post or post-only data. Conclusion: IBL has the potential to cultivate a climate of curiosity among health professions learners. However, studies have relied heavily on subjective outcomes. Limited studies reported standardized measures of inquiry behaviors suggest favorable results. Curriculum innovations using IBL could make use of existing tools to better understand their impact on students’ inquiry-oriented skills.
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3270.More information
Learning a minority language in a minority language context can lead to difficulties in language acquisition and maintenance. Language skills at kindergarten entry predict success in a variety of academically relevant areas. Therefore, the goals of this action research were (1) to improve pedagogical practices used for robust vocabulary instruction to students in French-language schools in northeastern Ontario, and (2) to raise awareness among school teams of issues related to minority language instruction through professional development. As a result of this Tier 1 response to intervention, school team members became aware of the influence of their linguistic situation on children’s language acquisition and were able to change their mindset toward minority language instruction, contributing to the success of this action research.
Keywords: langue minoritaire, minority language, enseignement robuste du vocabulaire, robust vocabulary instruction, sensibilisation, awareness, état d'esprit, mindset, minority language context, contexte linguistique minoritaire, promotion of French, promotion du français, enseignement direct et explicite du vocabulaire, prise de conscience