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Introduction: Even though the current publishing model is based on digital dissemination, it still utilizes some of the basic principles of printed culture. Recently a policy emphasis towards open access has been set for publicly funded research. This paper reports on a study of the practices, business models and values linked with scholarly publishing. Method: Conceptual analysis was conducted, drawing on literature on scholarly publishing policies, practices, values and economies, with an emphasis on the structures and conflicts between license-based and open publishing models. Results: Scholarly interests of sharing collide with commercial interests of generating profits. In the digital era, the scientific community might have a third economically viable alternative. This third way is based on what the authors call post-digital scholarly publishing. Conclusion: Science should aim at as complete openness as possible. Scholarly activities advance best when the whole scientific community has access to both publications and research data. What seems to stand in the way of scientific sharing is the global publishing industry in its present form. In the future, post-digital scholarly publishing might provide a means for finding an economically viable way between sharing economy and commercial interests.

Mentzer and Becker (2011) and Becker and Mentzer (2012) demonstrated that high school students engaged in engineering design problems spent more time accessing information and spent more time designing when provided with Internet access. They studied high school students engaged in an engineering design challenge. The two studies attempted to apply the same research methodology as was used in previous work by Atman to facilitate comparison between high school students and experts. The 2011 study included Internet access, but the 2012 study did not. Their work showed that with Internet access, students spent an average of 137 minutes engaged in designing a playground and students allocated 47 minutes (35%) to information access. Without Internet access, similar students from the same schools on the same design problem spent an average of 92 minutes of which, 10 minutes (10%) was dedicated to information access. With limited computer access or limited time to enable students to access a computer in some classrooms, the research questions guiding this study are: (1) What information do high school students spend time accessing during an engineering design challenge? How much information comes from paper-based resources as compared to the Internet?; and (2) How much time do they spend accessing information? What is the balance of time spent accessing information from paper-based sources as compared to the Internet? Findings and implications of this research on student learning are discussed. Recommendations for future research are also offered. (Contains 5 tables and 1 figure.)

Value co‐creation as a research topic has been a critical proposition of interest to a wide range of disciplines. In recent years, the field of cultural heritage has also developed a range of information practices to promote different forms of value co‐creation. While the body of literature has begun to accumulate, we still lack a comprehensive understanding of conceptual foundations and how value co‐creation is implemented in cultural heritage information practices. This paper conducted a hermeneutic literature review to understand and conceptualize the core aspects of value co‐creation in various cultural heritage information works. In particular, this paper provides a research mapping of the genres of co‐creation in cultural heritage information practices, the actors, and the roles played by the stakeholders. Further, this review provides an overview of the dominant value co‐creation models in the cultural heritage field. It distills the drivers of value co‐creation and the core value consequences that arise from a process perspective. Finally, this paper puts forward a thematic, theoretical, and methodological agenda for future work based on these findings. The review contributes to the literature by proposing an integrated conceptual framework that summarizes the core elements of value co‐creation in cultural heritage information practices. The framework also serves as a call for action, providing a general understanding of the conceptual foundation for future research. [ABSTRACT FROM AUTHOR]

Objective: Some attorneys claim that to adequately cross examine neuropsychological experts, they require direct access to protected test information, rather than having test data analyzed by retained neuropsychological experts. The objective of this paper is to critically examine whether direct access to protected test materials by attorneys is indeed necessary, appropriate, and useful to the trier-of-fact. Method: Examples are provided of the types of nonscientific misinformation that occur when attorneys, who lack adequate training in testing, attempt to independently interpret neurocognitive/psychological test data. Results: Release of protected test information to attorneys introduces inaccurate information to the trier of fact, and jeopardizes future use of tests because non-psychologists are not ethically bound to protect test content. Conclusion: The public policy underlying the right of attorneys to seek possibly relevant documents should not outweigh the damage to tests and resultant misinformation that arise when protected test information is released directly to attorneys. The solution recommended by neuropsychological/psychological organizations and test publishers is to have protected psychological test information exchanged directly and only between clinical psychologist/neuropsychologist experts. [ABSTRACT FROM AUTHOR]

Change has become the norm and with the digital revolution we are seeing the demise of the printed word. Dentistry is a pictorial subject, but will pictures in a textbook or journal be surpassed by accessing digital ones on a screen? This article reviews the rapidly changing access and reading of dental publications. An argument is that the ease of access to electronic material, such as video and podcasts, may make traditional paper-based publications obsolete. Already dentistry is seeing such changes take place. With such revolutions come challenges. Misinformation is much easier to generate, and the evidence base may be diluted. Furthermore artificial intelligence is now able to produce text and papers that will make it more difficult to critically review the dental content on offer. The future will bring many challenges and this article provides an opinion on what dentistry might expect. CPD/Clinical Relevance: There are challenges posed by the increasing use of digital resources for information and how this might impact dental knowledge. [ABSTRACT FROM AUTHOR]

Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education's statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically.

As the ability to access and use information is necessary for school, work, and personal life, this position paper by the American Association of School Librarians examines information problem-solving skills and information literacy. Presents seven steps for an information literacy curriculum, and eight scenarios of cooperative instructional efforts between teacher and teacher-librarians. (JMV)

The decision for libraries to make print collections available in a digital format has already been made. The question is how to go digital in a way that is practical (e.g., considering funding, staff time) and useful for patrons (both local and remote). Though creating digital versions of paper maps has been standard practice for a decade or more (Allen, 1999), there have been many useful technological advances in recent years such as increased Internet connection speeds and better file compression technology (Peterson, 2001). Given the decrease in technological costs and the increase in technological efficiencies, making paper maps available in a digital format is more feasible than ever before. Due to the nature of cartographic materials, the next step is more challenging--oversized maps are difficult to present in their entirety given the limitation of screen size. The John R. Borchert Map Library at the University of Minnesota is challenged on how to provide access to these digitized items in a way that is useful for their patrons.

Objective: Media are a main source of medical information for the public, as well as for decision makers. This scenario demands a good selection of stories and correct medical reporting. Design: Our study aimed to analyze if journalistic guidelines or similar documents were already available and whether they provided satisfactory advice for appropriate communication in the field, and to detail recommendations which could become a reference working document. Methodology: Sources for this paper were obtained from PubMed and from websites (and related links) of organizations known to be working in the area of health reporting. Documents providing recommendations for the activity were analyzed and compared through a scheme including nine macro-categories relevant to the selection, verification and building of the story, considering scientific and journalistic issues. The scheme was derived from the most complete document. We then compiled a comprehensive list of recommendations merging the contents of the documents considered and our professional experience. Results: Nine existing guidelines and similar documents representing the worldwide situation were compared. All the documents examined provided interesting indications. Some of these indications shared the basic principles of mainstream journalism (reliability and independence of sources); others were more specific, such as the understanding of the scientific method and its jargon, the need to avoid extrapolations and to understand the difference between "in vitro" and animal studies and clinical trials, statistical parameters, and so on. Most of the topics specific for health communication are concepts which can be grasped only with an adequate scientific background and continuing education. The nature and level of the details provided by these documents vary considerably and in most cases can be fully understood only by experienced journalists with a relevant background. Discussion: Our proposal provides a useful tool listing nearly 70 recommendations ranging from the education of journalists, to all the aspects of selection, understanding and translating of medical and drug information deriving from scientific reports. It is intended for a journalist with a biomedical background, and therefore highlights critical issues without providing detailed descriptions. The proposal endeavors to answer to the main criticisms of medical journalism, particularly the use of sources, the verification of clinical value, the need to follow up on the story. Our work focuses on the prerequisite for a medical journalist to acquire the knowledge that enables him to assess the results of pharmacological and medical research in order to accurately and reliably convey his message to a lay reader. The strength of our working paper derives from the preliminary "benchmarking" of existing documents, as suggested in the literature, but even more so from the concerted effort of the authors, who represent the key stakeholders of the system (researchers, academic teachers, medical journalists and publishers). Conclusion: Our work identifies the major issues entailed in correct health reporting, and constitutes a step forward in overcoming existing barriers between scientists and journalists. The aim is to encourage the mediation of "public-centred" information, which limits the false hopes and expectations that may arise due to communication problems between the two worlds. (Contains 2 tables.)

The Career Development Association of Australia (CDAA) congratulates the Commonwealth Government on the development of the National Career Development Strategy Green Paper. This is a timely and important document that provides a framework to demonstrate the central contribution that career development services play in supporting individuals, building skilled and dynamic workforces, and improving the opportunities for all Australians. The CDAA is Australia's largest and only national cross-sectoral association of career development professionals. CDAA supports the development of effective policy and its successful translation into practice in key sectors including education and employment. This article presents a summary of CDAA suggestions and recommendations. It also describes key priorities and the proposed direction for the National Career Development Strategy. Possible direction for the commonwealth government and ongoing and future role for the state and territory governments are discussed.

The age of digital media has gradually changed our habits of accessing information and the knowledge we have. The learning habits of students and the way they access information have also changed. Reflecting on this fact, the main purpose of this research is to determine the reflection of this change in history education and students. The main problem question of this study was "What are students' views on the place of digital media in history education?" The study group of the research consisted of 25 ninth-grade students who were determined randomly and on a voluntary basis. The researcher conducted this study in his/her classes. Therefore, he/she knew the students' educational and social backgrounds. However, since students from homogeneous classes with similar success levels and grade point averages were included in the study, according to the information received from other teachers, students' success level was considered equal in practice. Additionally, students are admitted to this high school, where the study was conducted, based on a national test. For this reason, the study was conducted with students with equal success levels. Study data were collected using a semi-structured interview form designed by the researcher. Firstly, what the students who made up the study group understood from digital media was questioned. Then, the place and role of digital media in history education were questioned, and the benefits of using digital media tools, such as software, digital photographs, digital images or videos, websites, social media, digital data, mobile applications, blog articles, and electronic books, newspapers, and magazines, in history education, were tried to be determined. Since instant access to information was considered the main goal, it was determined that students confirmed the accuracy of the information they got by asking their teachers. In this study, it was determined that students mostly used digital media to watch videos about course topics. Ease of access to information was seen as the most important benefit of using digital media tools in lessons. It was concluded in the study that encourages students to use their digital gains for their education rather than using them in an uncontrolled way would be important in terms of directing the utilization of time and energy correctly. [This paper was presented as an Oral Presentation on November 17-21, 2020 at the 11th International Education Management Forum with the title "The Effects of the Digital Media Age on History Education."]

Plagiarism is a continual problem in academia. Plagiarism-detection tools like Turnitin have been used for nearly ten years to help university faculty and administration combat this form of cheating (turnitin.com). This paper evaluates the difference in plagiarism levels in graduate-student term papers when students are not provided access to Turnitin to evaluate their own work versus the level of plagiarism in student term papers when students have access to Turnitin to check their work as they are generating their papers. Descriptive statistics and a T-test comparison of the two groups are provided along with a brief literature review of plagiarism and academic integrity violations. (Contains 3 tables.)

Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies - the Monash Q Project and the University of Newcastle's Quality Teaching Rounds Project - to explore educators' patterns of engagement with research. The combination of these studies provides data from a larger and more diverse sample (n = 774) than other recent Australian studies, and integrates insights from direct and indirect approaches to investigating educators' research engagement. The analysis highlights several common themes associated with educators' research use including: the perceived credibility of different sources; the relevance and usability of research; and affordances of access to research and time to use it well in practice. Newer and more nuanced insights include: the interrelationships between collaborative and directed research use; the need for research to be convenient in terms of access and usability; the role of trusted colleagues in helping to bridge gaps between research and practice; and educators' distrust of research itself. The paper argues that these insights provide important cues as to how systems and school leaders can help educators to increase and improve their use of research in practice.

In light of numerous discussions about whether to follow Mark Greene and Dennis Meissner's suggestions to process lightly and broadly, valid reasons remain for continuing traditional practices for many literary correspondence collections. In this case study, the authors use the Kenneth Burke Papers in the Special Collections Library, Pennsylvania State University Libraries, as an example of when it is desirable to provide item-level indexing. Recognizing that the majority of archival records may not require such detailed description, the authors discuss when it is appropriate to examine and index literary correspondents, a practice used with many other literary collections in which name access to literary correspondents is a legitimate, valued interest. (Contains 4 notes and 1 table.)

Librarians, through their professional associations, have long been committed to the social justice principle embedded in the concept of "free access to information". External censorship challenges to library collections threaten this principle overtly. However, censorship can also occur in libraries in various covert and often unconscious ways. This discussion paper raises concerns about current practices and processes which can effectively censor library collections from within. The paper concludes by highlighting areas of practice in which librarians need to be vigilant for such covert censorship.

Includes nine papers that were presented at the White House Conference on School Libraries in 2002. Highlights include the importance of books and access to information in today's society; the role of school librarians; the importance of school libraries; how to change perceptions of school libraries; and how school libraries can improve student achievement. (LRW)

Much recent discussion has focused on the pros and cons of cloud computing. Some institutions are attracted to cloud computing benefits such as rapid deployment, flexible scalability, and low initial start-up cost, while others are concerned about cloud computing risks such as those related to data location, level of service, and security infrastructure. For institutions that have done due diligence and determined that the benefits of cloud computing outweigh the risks, this article serves as a resource to help mitigate those risks through the contract terms with a cloud services provider. It is intended to highlight some best practices and complement, not obviate, an institution's existing legal, contractual, or purchasing policies. (Contains 12 endnotes.)

Provides background information on the Beinecke Library at Yale University and describes the digitization of a portion of the James Boswell papers to make them more accessible. Discusses funding; the decision making process; the scanning process; and the decision to deliver images on CDs instead of over the World Wide Web. (LRW)

Considers the need for reliable, scholarly access to the Web and suggests that the Association for Research Libraries, in partnership with OCLC and the Library of Congress, develop a so-called scholar's portal. Topics include quality content; enhanced library services; and gateway functions, including access to commercial databases and focused search engines. (LRW)

Electronic publishing has several advantages over print: more rapid peer review and turnaround; automated hyperlinks; global accessibility, interactivity, and searchability; and lower costs. Print journals should consider an electronic version. (SK)

Presents a study by Texas A&M University to find steps to improve access to engineering society technical papers. Steps include: consolidating indexes, creating finding guides, changing shelving procedures, and utilizing gopher-client servers. A table displays indexing results via an online system and appendixes offer an example of a gopher entry and society addresses. (JMV)

Presents plan of Oregon State University Libraries to convert all paper documents from the Ava Helen and Linus Pauling archives to digital format. The scope, goals, tasks and objectives set by the project coordinators are outlined, and issues such as protection of equipment, access, copyright and management are discussed. (JKP)

Reviews policy issues surrounding decisions by governments to make available or to withhold information from government files that can be linked to identifiable individuals. Outlines the debate over access to public records, identifies policies that impact on disclosure decisions, and discusses options and approaches to address access and privacy issues. Contains 121 references. (AEF)

Authors, publishers, libraries, and individual consumers have different, sometimes conflicting, needs for scientific and technical information that are met in varying degrees by different publishing media. A number of print and nonprint formats (full-text journals, synopsis journals, microform, CD-ROM, online, etc.) are compared, and combinations of formats for access are proposed. (23 references) (LAE)

The U.S. healthcare system struggles to provide adequate language assistance to medical practitioners and patients. As a result, health providers and patients rely on ad hoc interpreters, including children, to communicate. Bilingual children who regularly interpret for others, whom we refer to as child language brokers, are important linguistic and cultural conduits for their communities and bridge language differences in vital contexts, such as health and medical settings. In this paper, we explore the experiences of 17 adolescent language brokers and consider the settings, tasks, and people they engage with when language brokering for health. Findings illustrate that child language brokering is a real and important component for immigrant family health, that child language brokering for health is not a uniform experience, and that language brokering for health can sometimes have severe ramifications.

Exam period can be a stressful time for students, and having examples of past papers to help prepare for the tests can be extremely helpful. It is possible that past exams are already shared on your campus--by professors in their specific courses, via student unions or groups, or between individual students. In this article, we will go over the workflows and infrastructure to support the systematic collection, provision of access to, and repository management of past exam papers. We will discuss platform-agnostic considerations of opt-in versus opt-out submission, access restriction, discovery, retention schedules, and more. Finally, we will share the University of Toronto setup, including a dedicated instance of DSpace, batch metadata creation and ingest scripts, and our submission and retention workflows that take into account the varying needs of stakeholders across our three campuses. [ABSTRACT FROM AUTHOR]

The American Physiological Society (APS) Legacy Project and its accompanying Essays on APS Classic Papers have allowed the scientific community on-line access to the entire collection of APS publications since their inception in 1898 (http://www.the-aps.org/publications/legacy/ and http://www.the-aps.org/publications/classics/). The availability of the classic physiological studies provides a unique teaching opportunity. The classic paper of Dr. Dwight Ingle represents just such a study. Dr. Ingle demonstrated that, using only purified extracts of the pituitary (ACTH) and adrenal cortex (corticosterone) and hypophysectomized rats, he could establish several of the basic principles of the control of adrenal function and glucocorticoid negative feedback that are now standard teaching material in endocrinology. An annotated figure from Dr. Ingle's paper is provided, which, when assigned to undergraduate or graduate students, will allow discovery learning. Furthermore, the brilliance and imagination of the physiologists of the last century are highlighted, which allows an appreciation of the seminal work of our predecessors. (Contains 2 figures.)

A clear, well defined policy can help empower school personnel to make informed decisions on how to handle cases of suspected child abuse. This article presents an analysis of (N = 64) school board child abuse reporting policies and procedures in Ontario and explored what training, resources, and support school boards state they will provide to help teachers recognize and report cases where a child may be in need of protection. The results showed that, while most boards had documentation, the amount of information provided by each school board varied greatly, with documents ranging from 1 page to 155 pages long. An analysis of the documents revealed a lack of clear expectations around training and support to assist teachers in reporting child abuse. Policy recommendations are proposed based on the results of the online search.

This paper offers guidance for policymakers and institutions keen on embracing Open Educational Practices within their mentorship strategies, advocating for co-creation and collaboration as foundational principles, to promote a wide range of open practices to foster transparency, inclusivity, creativeness, innovation and collaboration in academic mentorship. This conceptual paper explores the transformative potential of Open Educational Practices in the context of academic mentorship, which is per-se an open practice. We have adopted an integrative approach for our literature review, which is a non-systematic model, to help us to mitigate algorithmic biases presented in scholarly databases, for analysing and discussing literature, alongside the review of case studies to explore the intersection of open practices and mentorship in academia. We aim to highlight the profound impact mentorship has on professional development, knowledge dissemination, and collaborative learning. Drawing on a diverse selection of literature and case studies reflecting mentorship programmes both formally and informally in academic contexts, this paper provides concrete examples from practice of how Open Educational Practices can be seamlessly integrated into formal and informal academic mentorship as a driver to enhance knowledge sharing, foster inclusivity, and bolster the quality of mentorship relationships.

Background: Choice is a key part of the culture of the United States. Americans believe deeply in the personal and social usefulness of being able to make many choices. Hence, all sorts of efforts have been made to increase students' options, whether by creating many different kinds of schools and colleges, offering a great array of majors and degree programs, or allowing multiple modes of attending higher education. However, this proliferation of choices reproduces social inequality in two crucial ways. First, the provision of many options "produces" social inequality: people often make choices that do not serve their interests as well as they might wish, particularly if they are faced with many options and do not have adequate information. Second, the provision of many choices "legitimates" social inequality: the more one thinks in terms of choices in the context of a highly individualistic culture such as that of the United States, the easier it is for dominant groups to blame nondominants as creating their own troubles through feckless choices. Purpose: This paper focuses on one particularly important realm of choice--higher education--because it has come to play a central role in the transmission and legitimation of social inequality. Four higher education choices are of particular interest: whether to enter higher education, which college to attend, what major to choose, and what modality to attend college (for example, part time versus full time or in person versus online). Analyzing this choice-making process, the paper focuses on the impact of inequitable access to high-quality information. Beyond analyzing how choice proliferation and information inequity join to produce and legitimate educational inequality, the paper lays out detailed recommendations for what can be done to reduce this inegalitarian impact. Research Design: The paper draws on a wide variety of social science literatures including sociology of education, critical race theory, behavioral economics, and cognitive and social psychology. More particularly, the paper synthesizes sociology of education research inspired by Pierre Bourdieu and work drawing on critical race theory. Although there are major tensions between these two bodies of work, they can be fruitfully combined to both illuminate and overcome the ways information inequity produces and legitimates educational inequality. Recommendations: To reduce the role of information inequity in producing and legitimating educational inequality, the paper recommends four strands of change. One strand involves providing high-quality information more equitably through restructured and much more pervasive school counseling and other forms of information provision during middle school, high school, and higher education. A crucial component of this more equitable information provision is drawing on the community cultural wealth of nondominant communities. Second, it is important to design an "architecture of choice" that simplifies choice making and nudges students toward better choices by such means as simplifying the financial aid process, improving credit articulation for community college transfer students, and building guided pathways through college. A third strand involves reducing the harms of suboptimal choices by creating the means to monitor student progress and intervene when students might or actually do go off course. Finally, because suboptimal choices will still occur, it is important to enlighten student choosers and their observers about how choice making under conditions of information inequity produces and legitimates social inequality and to empower them to combat that stratified and stratifying process.

Undergraduate research experiences are key to preparing STEM students for a range of careers and graduate programs, and to impacting retention in STEM. Providing undergraduate research experiences can be challenging for institutions due to the high cost associated with equipment and reagents, lab space, and research mentors. In this study, we present an upper-level microbiology seminar course that does not require these resources, as each student chooses and performs their own research project using data obtained from publicly available datasets. The faculty member provides hands-on instruction and regular feedback to mentor the cohort of students through all stages of their research projects, from honing a research question, to choosing a dataset, to data analysis and visualization. Students build science communication skills through each writing a scientific paper, and creating and presenting a scientific poster. These papers and presentations, along with results from student pre- and post-surveys, demonstrate that students built research and communication skills, while also building their confidence and interest in science careers. To access this research experience, students only need to register for this course; no application or selection is required, and no prior research experience is expected. The use of publicly available data makes this course a low-cost way to integrate authentic research projects into the college curriculum, and can be adapted to courses in any discipline. Such "low-cost CUREs" (course-based undergraduate research experiences) can be used to build capacity for undergraduate research experiences that are so crucial to preparing students for opportunities in and beyond college.

With the rapid increase in information freely and easily accessible on the web to those who have access to a computer and the internet, there seems to be a corresponding decrease in critical evaluation of the sources of this information. All sources are taken to be sources of information and seem to be uncritically considered to contain reliable, credible, and authoritative information, which is relevant to any topic. However, many sources contain disputed and disputable information slanted to support one ideological belief over another. People use sources in their research bibliographies that are concurrently used to support claims in their research papers that are not in fact plausible. Students, as citizens, need to be critically informed to make good decisions in a democratic society that depends on their reliable, credible and authoritative sources of information used in decision making. In this article, the author offers a set of testing conditions to determine how to critically separate the acceptable sources from the implausible ones.

The Fraser Institute "Report Card" of school rankings has won the hearts of parents and the press. For over a decade, the rankings have been particularly burdensome for low-ranking (usually low socio-economic status, high-poverty) schools when parents of high-achieving children move them to higher-ranking schools. In February 2010, after defending parents' rights to access the rankings, Victoria's "Times-Colonist" newspaper decided not to publish them. Using critical discourse analysis, this article explores the rankings' long media reign and the "Times-Colonist"'s abrupt decision to stop publishing them. Discourse about the rankings is shaped by multiple factors including the relationship between the press and educators, as well as the nature of societal discourse--in particular, how powerful institutions create what Foucault calls "regimes of truth." (Contains 4 footnotes.)

This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the "textbook," in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today.

The article focuses on the HIMSS-SIIM Enterprise Imaging Community White Papers, reflecting on past achievements and future directions, highlighting the collaboration between HIMSS and SIIM in generating informative documents. It discusses the impact and future prospects of these white papers, marking the renaming of SIIM's Journal of Digital Imaging to the Journal of Imaging Informatics in Medicine (JIIM).

Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The "United Nations Convention on the Rights of the Child" ("CRC") specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals.

Objective: This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media. Design: A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts. Methods: Semi-structured interviews were conducted with nine university students (ages 19-23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week. Setting: This project was conducted in a small University town in Maritime Canada. Results: Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to 'Fill in the Gaps' left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question 'Am I normal'. The third theme describes how participants actively 'Balance Authority and Intimacy' when seeking menstrual information that resonates with their embodied experiences. Conclusion: Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.

In the digital age, Information and Communications Technology (ICT) has enabled learning to happen everywhere, leading to a shift of schooling to the home field and strengthening parents' educational responsibilities. Meanwhile, it may also cause the digital divide and digital reproduction, thereby exacerbating educational inequality. Against this backdrop, this study focused on parental digital involvement in online learning and introduced an emerging concept, digital capital, to understand the differences in parental involvement across socio-economic backgrounds at the three levels of the digital divide. Drawing from the analysis of 90 Chinese parents' self-narrated data, this paper identified four types of parental digital involvement according to parents' digital competence and ICT acceptance, and the conversion processes of different forms of capital underlying parental digital involvement were also clarified. The findings from this study expanded the theoretical understanding of inherited cultural capital and social reproduction in online learning in the context of educational digitization.

In this paper we discuss ongoing challenges for Maori-medium initial teacher education in addressing conceptual, linguistic and pedagogical tensions that impact on developing mathematics education programmes. These include the small pool of applicants with the necessary linguistic and cultural knowledge required to teach in Maori-medium settings. Maori-medium schooling has the dual goals of providing a learning environment where Maori ways of knowing and being are taken for granted and students have access to international notions of academic success. However, many Maori-medium initial teaching education applicants have learnt mathematics in English and have had varying levels of access to Maori practices that could be taught alongside mathematics. To address these challenges, we utilise the cultural symmetry model to guide the design and delivery of Maori-medium initial teacher education tasks using wayfinding. Thereby illuminating Maori practices and school mathematics curriculum simultaneously.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.