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3294.More information
Lesley Battler’s Endangered Hydrocarbons (2015) broadens the scope of what might be considered a politicized ecopoetics. Battler’s collection, which I suggest works through a poetics of appropriation, links experimental poetic form with Anthropocene criticism in the humanities and critical studies of settler colonialism, addressing the contiguities between ecological degradation and land expropriation, while also making the appropriation of language one of its central formal concerns. In the context of the Canadian nation-state and its extractive economies, I argue that Battler’s “isotopic poetics” appears as a politically motivated formal praxis for working through the tangled exigencies of ongoing settler-colonial dispossession and the accelerating environmental crisis.
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3295.More information
This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.
Keywords: disciplinary literacy, transmediation
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3296.More information
Objective – The negative effects of impostor phenomenon, also called impostor syndrome, include burnout and decreased job satisfaction and have led to an increased interest in addressing this issue in libraries in recent years. While previous research has shown that many librarians experience impostor phenomenon, the experience of coping with these feelings has not been widely studied. The aim of our study was to understand how health sciences librarians cope with impostor phenomenon in the workplace. Methods – We conducted a census of 2125 Medical Library Association members between October and December 2017. An online survey featuring the Harvey Impostor Phenomenon scale and open-ended questions about coping strategies to address impostor phenomenon at work was administered to all eligible participants. We used thematic analysis to explore strategies for addressing impostor phenomenon and one-way analysis of variance (ANOVA) to examine relationships between impostor phenomenon scores and coping strategies. Results – Among 703 survey respondents, 460 participants completed the qualitative portion of the survey (65%). We found that external coping strategies that drew on the help of another person or resource, such as education, support from colleagues, and mentorship, were associated with lower impostor scores and more often rated by participants as effective, while internal strategies like reflection, mindfulness, and recording praise were associated with less effectiveness and a greater likelihood of impostor feelings. Most respondents reported their strategies to be effective, and the use of any strategy appeared to be more effective than not using one at all. Conclusions – This study provides evidence based recommendations for librarians, library leaders, and professional organizations to raise awareness about impostor phenomenon and support our colleagues experiencing these feelings. We attempt to situate our recommendations within the context of potential barriers, such as white supremacy culture, the resilience narrative, and the lack of open communication in library organizations.
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3297.More information
Objective – The validity of the results from systematic review studies depends largely on the implementation and the reporting of the search strategy. Using an experienced librarian can greatly enhance the quality of results. Thus, the present study aimed to investigate the relationship between the librarian’s participation and the quality of reporting search strategy in systematic reviews published by Iranian researchers in medical fields. Methods – Three databases were searched to identify the systematic review studies conducted by Iranian researchers from 2008 to 2018. A total of 310 studies were selected using systematic random sampling, and the quality of their search strategy reports was reviewed by the Institute of Medicine checklist. A short questionnaire about the librarians’ participation in the search strategy of these studies was sent to the corresponding authors of the selected studies. A total of 229 questionnaires was returned. The data obtained from the questionnaire about the librarians’ participation in reporting search strategy in systematic review studies and also from the evaluation checklist for reporting search strategy in systematic review studies were analyzed by descriptive and inferential statistics. Results – The mean value of the evaluation checklist for reporting search strategy in systematic review studies was low. The librarians’ participation rate for these studies was 13.6%. No meaningful relationship was found between the librarians’ participation and the mean value of the evaluation checklist for reporting search strategy of systematic review studies. However, an investigation of the relationship between each of the items in the evaluation checklist for reporting search strategy in systematic review studies and librarians’ participation as the corresponding author or a member of the research team showed a meaningful relationship in five items. Conclusion – The results showed that the quality of reporting the search strategies in systematic reviews was low and the librarians’ participation in designing and reporting the search strategy in systematic reviews was limited. The authors of the systematic review studies, as well as the journals’ editors and referees, need to pay more careful attention to reporting the search strategy exactly and comprehensively. Employing librarians in this area can have a major impact on this part of systematic review studies.
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3298.More information
Not all utopias are truly imaginative, yet minor ones can be instructive or amusing. This article explores the hierarchy-obsessed French Antangil as well as some minor English ones so as to deduce further what so entranced so many about Nowhere’s possibilities. None is as radical as Utopia itself—nor as intelligent. They do, however, show the uses to which a “utopia” can be put. After a glance at Antangil this article moves to a letter from the king of Utopia and thence to Edward Howard’s royalist drama Six Days in a New Utopia (1671), an interesting failure on stage. After a few glances at other utopias the article ends with a grimly amusing avian debate concerning the desire of foreign (French) canaries to settle in Utopia (England), where they will be safe from a persecutory eagle (Louis XIV). Utopia is “nowhere,” but it is a useful nowhere.
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3299.More information
The quality assurance of MOOCs focuses on improving their pedagogical quality. However, the tools that allow reflection on and assistance regarding the pedagogical aspects of MOOCs are limited. The pedagogical classification of MOOCs is a difficult task, given the variability of MOOCs' content, structure, and designs. Pedagogical researchers have adopted several approaches to examine these variations and identify the pedagogical models of MOOCs, but these approaches are manual and operate on a small scale. Furthermore, MOOCs do not contain any metadata on their pedagogical aspects. Our objective in this research work was the automatic and large-scale classification of MOOCs based on their learning objectives and Bloom’s taxonomy. However, the main challenge of our work was the lack of annotated data. We created a dataset of 2,394 learning objectives. Due to the limited size of our dataset, we adopted transfer learning via bidirectional encoder representations from Transformers (BERT). The contributions of our approach are twofold. First, we automated the pedagogical annotation of MOOCs on a large scale and based on the cognitive levels of Bloom’s taxonomy. Second, we fine-tuned BERT via different architectures. In addition to applying a simple softmax classifier, we chose prevalent neural networks long short-term memory (LSTM) and Bi-directional long short-term memory (Bi-LSTM). The results of our experiments showed, on the one hand, that choosing a more complex classifier does not boost the performance of classification. On the other hand, using a model based on dense layers upon BERT in combination with dropout and the rectified linear unit (ReLU) activation function enabled us to reach the highest accuracy value.
Keywords: cognitive MOOC classification, BERT, LSTM, transfer learning
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3300.More information
Drawing on my experience as a general counsellor in the Resettlement Assistance Program (RAP), I explore the impact COVID-19 has had on the initial resettlement services provided for government-assisted refugees (GARs) and on frontline workers in the field. Balancing the requirement to enforce protection measures and the need to establish rapport was one of the major challenges the pandemic posed to GAR support practices. To unpack the particularities of this challenge, I give the example of two resettlement services GARs receive upon arrival: namely, resettlement orientations and children’s education. I argue that using an intersectional lens demonstrates the pandemic’s unequal effects and how they exacerbate the vulnerabilities of GARs embarking on their resettlement journey. I hold that developing COVID-19 responses informed by intersectionality opens a space for services and policies that mitigate these effects.
Keywords: Resettlement Assistance Program (RAP), resettlement, COVID-19, intersectionality, remote services, government-assisted refugees (GARS)