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Death is an inevitable part of life and highly relevant to information management: its approach often requires preparation, and its occurrence often demands a response. Many works in information science have acknowledged so much, and yet death is rarely a focused topic, appearing instead sporadically and disconnected across research. As a result there is no introduction to, overview of, or synthesis across studies on death and information. We therefore conducted an extensive literature search and reviewed nearly 300 scholarly publications at the intersection of death and information (and data) management. Covering seven topics in total, we review two groups of work directly engaging information management in relation to death (digital possessions, inheritance, and legacy; information behavior, needs, and practices around death), three engaging death and technology that require information and its management (death and the Internet, thanatosensitive design and technology‐augmented death practices, and the digital afterlife and digital immortality), and two reflecting the ethical and legal dimensions unique to death and information. We then integrate the collective findings to summarize the landscape of death‐related information research, outline remaining challenges for individuals, families, institutions, and society, and identify promising directions for future information science research. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of quantifying the impact and quality of research articles, discussing traditional metrics such as the Journal Impact Factor (JIF), CiteScore, and the H-index. It also introduces alternative metrics (Altmetrics) like the Altmetric Attention Score (AAS), emphasizing their role in measuring the reach and success of research articles through social media engagement.

The article provides a preview of forthcoming papers accepted for publication in the Health Information and Libraries Journal. Topics include the effectiveness of citation searching in urgent and emergency care configuration studies, an alternative screening approach for Google Search in systematic reviews, and the analysis of health information seeking behavior among adolescents.

Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. Discussion points: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. Conclusion: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject: Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge: This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work?: The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes. [ABSTRACT FROM AUTHOR]

The analysis of sentiments and mining of opinions have become more and more important in years because of the development of social media technologies. The methods that utilize natural language processing and lexicon‐based sentiment analysis techniques to analyze people's opinions in texts require the proper extraction of sentiment words to ensure accuracy. The current issue is tackled with a novel perspective in this paper by introducing a hybrid sentiment analysis technique. This technique brings together Convolutional Neural Network (CNN) and Hidden Markov Models (HMMs), to accurately categorize text data and pinpoint feelings. The proposed method involves 1D convolutional‐layer CNN to extract hidden features from comments and applying HMMs on a feature‐sentence matrix, allowing for the utilization of word sequences in extracting opinions. The method effectively captures diverse text patterns by extracting a range of features from texts using CNN. Text patterns are learned using text HMM by calculating the probabilities between sequences of feature vectors and clustering feature vectors. The paper's experimental evaluation employs benchmark datasets such as CR, MR, Subj, and SST2, demonstrating that the proposed method surpasses existing sentiment analysis techniques and traditional HMMs. One of its strengths is to analyze a range of text patterns and identify crucial features that recognize the emotion of different pieces of a sentence. Additionally, the research findings highlight the improved performance of sentiment analysis tasks through the strategic use of zero padding in conjunction with the masking technique. [ABSTRACT FROM AUTHOR]

This article explores the factors influencing the future citations of conference papers. We concentrated on the explanatory power of early attention on conference papers for citations collected from Google Scholar and Scopus. The early attention data includes users' online activities in a conference support system: CN3. Bookmarks from the bibliographic management system, Citeulike, were used as a collateral source of early attention. To examine the chronological contributions of 13 factors on citations, a multiple sequential regression analysis was conducted for three timepoints of the publication cycle—paper submission, time of conferences, and months after conferences. Our results illustrate that online readers' early attention of Citeulike bookmarks were found to have the most influence on the future impact of the conference papers. The early attention records from CN3 made noteworthy improvements to explaining both the Google and Scopus citations as well. We also found that the type of papers the number of papers presented at a conference, and the best article award records were significant factors influencing future citations. However, the magnitude of the effects made by online readers' early attention from both sources appears to be larger than these three traditional factors. [ABSTRACT FROM AUTHOR]

Individuals in emergencies form spontaneous, emergent groups to respond and recover. With the rise of social media use in crises, academics and professionals must be aware of how groups digitally coordinate emergent response efforts. This paper examines digital emergence through the case of SnowedOut Atlanta, a Facebook group formed during the 2014 ice storms in Atlanta. The posts and actions of the group members are in line with those of traditional emergent groups. For example, group members shared informational, material, and emotional support. The findings also provide implications for practitioners and insight into the communication of such groups. In particular, emergency managers have an opportunity to seek out and partner with these types of groups in future similar events. [ABSTRACT FROM AUTHOR]

Background: People with an acquired brain injury (ABI) find it challenging to use social media due to changes in their cognition and communication skills. Using social media can provide opportunities for positive connection, but there is a lack of interventions specifically designed to support safe and successful social media use after ABI. Aims: To investigate the outcomes of completing a social media skills intervention and identify barriers and facilitators for future implementation. Methods & Procedures: The study used a mixed‐methods, pre‐post‐intervention design. A total of 17 adults with an ABI were recruited. Participants completed an intervention that included a short self‐guided course about social media skills (social‐ABI‐lity course), and then participated in a private, moderated Facebook group over a 12‐week period (social‐ABI‐lity Facebook group). Data were collected over this period through observation of group activity and weekly surveys. They were also collected on social media use and quality of life at pre‐intervention, post‐intervention and after 3 months. Participants provided feedback on the experience of participating in the programme via a post‐intervention interview. Outcomes & Results: At post‐intervention, there were significant improvements in confidence in using Facebook (p = 0.002) and enjoyment of using Facebook to connect with others (p = 0.013). There was no significant change in reported quality of life, although participants described the multiple benefits of connection they perceived from involvement in the group. Observational data and feedback interviews were informative about the feasibility and acceptability of the intervention. Conclusions & Implications: This pilot study provided preliminary evidence that an intervention comprising a short, self‐guided training course and a private, moderated Facebook group improved outcomes for people with ABI. Key recommendations for future implementation include embedding active peer moderators within groups and taking an individualized approach to delivery of the intervention. WHAT THIS PAPER ADDS: What is already known on the subject: Research has documented the challenges that people with ABI experience in using social media, and the difficulty for rehabilitation clinicians in providing appropriate support in this field. What this paper adds to existing knowledge: This pilot study reports the outcomes of people with ABI completing a short, self‐guided social media skills course and participating in a private, moderated Facebook group. After the intervention, participants reported significantly increased confidence and enjoyment in using Facebook, described the benefits of connection found in the groups, and suggested potential improvements for future implementation. What are the potential or actual clinical implications of this work?: With the growing use of social media for connection and participation, there is a professional obligation to address social media communication skills in cognitive–communication rehabilitation for people with ABI. The findings of this study will inform interventions and future research to assist people with ABI to build their social media skills for communication, social support and a sense of connection. [ABSTRACT FROM AUTHOR]

The amount of grey literature and 'softer' intelligence from social media or websites is vast. Given the long lead‐times of producing high‐quality peer‐reviewed health information, this is causing a demand for new ways to provide prompt input for secondary research. To our knowledge, this is the first review of automated data extraction methods or tools for health‐related grey literature and soft data, with a focus on (semi)automating horizon scans, health technology assessments (HTA), evidence maps, or other literature reviews. We searched six databases to cover both health‐ and computer‐science literature. After deduplication, 10% of the search results were screened by two reviewers, the remainder was single‐screened up to an estimated 95% sensitivity; screening was stopped early after screening an additional 1000 results with no new includes. All full texts were retrieved, screened, and extracted by a single reviewer and 10% were checked in duplicate. We included 84 papers covering automation for health‐related social media, internet fora, news, patents, government agencies and charities, or trial registers. From each paper, we extracted data about important functionalities for users of the tool or method; information about the level of support and reliability; and about practical challenges and research gaps. Poor availability of code, data, and usable tools leads to low transparency regarding performance and duplication of work. Financial implications, scalability, integration into downstream workflows, and meaningful evaluations should be carefully planned before starting to develop a tool, given the vast amounts of data and opportunities those tools offer to expedite research. [ABSTRACT FROM AUTHOR]

Social media stars gain star‐status with uploads on social media pages like YouTube, TikTok, or Instagram. One of the most popular platforms is "Instagram" owned by Meta/Facebook. The growing social, cultural, and economic power of so‐called influencers raises questions about key drivers of success and, moreover, distribution of income on social media platforms. Instagram has been accused of strategically favoring images with nude content. In order to shed light on this socio‐critical aspect, this paper examines the following research questions: Does body exposure drive income success on Instagram? Is there a difference between male and female content in this regard? This paper empirically analyzes 500 top Instagram stars within the categories (1) fashion and beauty, (2) fitness and sports, (3) music, (4) photo and arts, and (5) food and vegan. The data provide information on popularity, posting behavior, and price estimates per post. Using hybrid regression models, the results show indeed positive impact of body exposure on monetary success. Accounts with high level of body exposure achieve higher prices and advertising revenues than accounts with less nudity, regardless of the gender. Regarding gender differences, male content achieves on average higher advertising prices, whereas female accounts provide more branded content and eventually achieve higher advertising revenues. [ABSTRACT FROM AUTHOR]

The article provides an overview of the journal Molecular Ecology (MEC) and its achievements in the fields of ecology and evolution. It discusses the journal's high ranking and impact factor, as well as its policies on data and code archiving, indigenous perspectives, and the use of artificial intelligence. The article also mentions the journal's social media presence and blog. It concludes with information about prizes and notable papers published in the journal. The text discusses various research articles, opinion papers, and special issues covering a range of topics in molecular ecology. The journal aims to provide valuable insights and promote discussion in the field. The given text is an editorial written by several authors, but no information about its content is provided. [Extracted from the article]

An editorial is presented on the synthesising nutrition science into dietary guidelines for populations amidst the challenge of fake news summary of an Academy of Nutrition Sciences position paper. Topics include the media about a new approach to weight loss or a major discovery of a diet that will prevent diabetes, the social media in particular is awash with tales of foods, and the dietary treatments that are claimed to produce almost magical effects on health.

Objective To assess whether a correlation exists between newsworthiness (Altmetric score) and scientific impact markers, such as citation analysis, impact factors, and levels of evidence. Methods The top five most cited articles for the year 2014 and 2015 from the top 10 ranking urology journals (Scientific Impact Group) were identified. The top 50 articles each in 2014 and 2015 were identified from Altmetric support based on media activity (Media Impact Group). We determined the number of citations that these articles received in the scientific literature, and calculated correlations between citations with Altmetric scores. Results In the Scientific Impact Group, the mean number of citations per article was 37.6, and the most highly cited articles were oncology guidelines. The mean Altmetric score in these articles was 14.8. There was a weak positive correlation between citations and Altmetric score ( r s = 0.35, 95% confidence interval 0.16-0.52, P < 0.001). In the Media Impact Group, the mean Altmetric score was 121.1 and most widely shared articles all related to sexual medicine. In this group, the mean number of citations was 9.7 and there was a weak negative correlation between Altmetric score and citations ( rs = −0.20, P = 0.046). Conclusion The top articles based on Altmetric scores were not highly cited, suggesting that publications receiving the most media attention may not be the most scientifically rigorous, or that this audience places greater value on different subjects than the scientific community. [ABSTRACT FROM AUTHOR]

Mobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university students through a self‐developed questionnaire having four subscales (M‐learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M‐learning is a significant contributor to students' academic performance at the university level (β =.460, t(598) = 12.663, p <.001). Social media were found to be significantly mediating the relationship between M‐learning and academic performance with coefficient B =.267, SE =.038, t(597) = 7.08, p <.001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B =.288, t(596) = 2.50, p =.013), but the interaction term had an insignificant effect on the relationship between M‐learning and academic performance (β =.292, t(596) = −0.43, p =.668). The study suggests that M‐learning can improve students' performance. The influence of social media and the non‐moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M‐learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning. [ABSTRACT FROM AUTHOR]

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present 'Zoti's Social Toolkit', a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender‐neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research. [ABSTRACT FROM AUTHOR]

Objective: This paper seeks to explain and empirically test how a public health crisis, such as the COVID‐19 pandemic, might lead to discriminatory attitudes and behaviors against marginalized groups. Method: We identify four causal mechanisms that may account for the increase in anti‐Asian racism during COVID‐19. Using a large data set of geolocated COVID‐19‐related tweets in the U.S., we examine the spatiotemporal pattern of anti‐Asian sentiment on Twitter and test all four mechanisms that link the crisis to the behaviors of "othering" and "scapegoating." Results: We find evidence consistent with the elite cueing, perceived threat, and grievance mechanisms. The president's scapegoating rhetoric significantly increased anti‐Asian hate tweets across all counties. In addition, high COVID‐19 infection rates and grievances from containment policies are also associated with greater numbers of anti‐Asian hate tweets. On the other hand, counties with larger vulnerable populations do not seem to have more anti‐Asian hate tweets. Conclusions: We demonstrate that a crisis alone does not necessarily lead to othering behavior, while elite rhetoric can significantly influence the public's opinion and behavior during a crisis. [ABSTRACT FROM AUTHOR]

Background: Children with phonological impairment present with pattern‐based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. Aims: To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4–5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). Methods & Procedures: Participants were 49 Australian‐English‐speaking children aged 48–69 months. Children were each taught four novel non‐words (out of a selection of eight) through stories, and word learning was assessed at 1 week post‐initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent‐samples t‐tests and Mann–Whitney U‐tests, and continuously using multiple linear regression. Outcomes & Results: There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. Conclusions & Implications: Children with phonological impairment can be lexically precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language. WHAT THIS PAPER ADDS: What is already known on the subject: There is limited research examining the word learning abilities of children with phonological impairment. Most previous research focuses on word properties such as phonotactic probability and neighbourhood density. Within the existing literature there are different reports and conclusions regarding the word learning abilities of children with phonological impairment and whether their word learning differs from that of children with typically developing speech. What this study adds to existing knowledge: This study found that vocabulary was the strongest predictor of word learning across children with and without phonological impairment. There was no significant difference in word learning ability between children with and without phonological impairment. However, children with lexically precocious vocabulary abilities were significantly better at word learning than children with average vocabulary abilities. What are the potential or actual clinical implications of this work?: Findings from this study support the importance of assessing and considering measures of word learning—including vocabulary—when working with children with phonological impairment. This study indicates that it is possible to use stories coupled with measures of confrontation naming and story retell to gain deeper insight into children's word learning abilities. [ABSTRACT FROM AUTHOR]

Objective: Conspiracy beliefs (CBs) can have substantial consequences on health behaviours by influencing both conventional and non‐conventional medicine uptake. They can target powerful groups (i.e. upward CBs) or powerless groups (i.e. downward CBs). Considering their repercussions in oncology, it appears useful to understand how CBs are related to the intentions to use conventional, complementary and alternative medicines (CAM). Design and Methods: This paper includes two pre‐registered online correlational studies on a general French population (Study 1 N = 248, recruited on social media Mage = 40.07, SDage = 14.78; 205 women, 41 men and 2 non‐binaries; Study 2 N = 313, recruited on social media and Prolific, Mage = 28.91, SDage = 9.60; 154 women, 149 men and 10 non‐binaries). We investigated the links between generic and chemotherapy‐related CBs and intentions to use conventional, complementary and alternative medicines. Study 2 consisted of a conceptual replication of Study 1, considering the orientation of CBs. Results: Generic CBs and chemotherapy‐related CBs appear strongly and positively correlated, negatively correlated with intentions to take conventional medicine and positively with intentions to take CAM. The link between generic CBs and medication intention is fully mediated by chemotherapy‐related CBs. When distinguished, upward CBs are a stronger predictor of chemotherapy‐related CBs than downward CBs. Conclusions: The findings suggest that intentions to use medicine are strongly associated with CBs. This has several important implications for further research and practice, notably on the presence and effects of CBs on medication behaviours in cancer patients. [ABSTRACT FROM AUTHOR]

The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digital literacies on social media—situating the conversation in new contexts and the possibilities these spaces cultivate for resisting monocultural and monolingual society by centering the asset‐orientation of youths' grassroots activism in online worlds. Thus, this paper introduces a conceptually grounded framework, culturally digitized pedagogy, which presents a pedagogical proposal aligned with contemporary educational practices and supported by current research. First, I describe the central argument of the article, forwarding a framework of culturally digitized pedagogy. Next, I frame culturally digitized pedagogy by discussing advancements it provides in current research. Then, I situate the unique activism of BIPOC youth. Last, I provide pedagogical interventions, grounded in the framework. [ABSTRACT FROM AUTHOR]

In this, the second iteration of our continuing 'Harbingers of Change' project, over 160 early career researchers (ECRs) from eight countries were questioned about their scholarly communications. Three repeat in‐depth interviews were conducted over 2 years of the pandemic to chart changes in attitude and behaviour. This paper provides interview findings (and an extensive literature review) regarding the role played by social media platforms. It was prompted by an initial review of the data that highlighted significant changes in the attitudes and behaviour of Malaysian ECRs, especially in respect to WhatsApp. Data were provided from several open‐ended interview questions about social media, a few interviewer prompts for individual platform names, and, indirectly, from 'mentions' of individual platforms in answers to a range of questions about scholarly communications. Findings were: (1) 15 platforms were mentioned in respect to a range of scholarly activities, most notably visibility and reach; (2) Twitter (now X) was the most mentioned, by half the ECRs; (3) 'churn' is a notable observation, with large gains and losses in mentions occurring between interviews; (4) large differences between countries, with Malaysian ECRs very much leading on the adoption of social media and largely responsible for the rise of WhatsApp, French ECRs showing little interest, and China a different space where WeChat reigns supreme and foreign platforms are blocked. [ABSTRACT FROM AUTHOR]

This paper depicts a Covid science case, that of the AstraZeneca Vaxzevria vaccine, with specific focus on what happened in Italy. Given that we believe acknowledging the role of non‐evidential factors in medicine is an important insight into the recent philosophy of science, we illustrate how in the case of Vaxzevria, the interplay between facts, values (both epistemic and non‐epistemic) and cognitive biases may have possibly led to different institutional decisions based on the same evidence. The structure of the paper is as follows. First, we provide a glossary of the relevant terms involved, that is to say, epistemic values, non‐epistemic values and cognitive biases. Second, we sketch a timeline of Vaxzevria's approvals and suspensions by relevant institutional healthcare authorities with special focus on Italy and the Italian Medicines Agency. Then we show the interplay between the evidence base, epistemic as well as non‐epistemic values and cognitive biases using a narrative review of political decisions along with newspaper and social media content pertaining to Vaxzevria. We briefly compare Italy with other European countries to show that different political decisions were made on the basis of the same evidence. [ABSTRACT FROM AUTHOR]

Background: Holocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media. Objectives: This paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally. Methods: The study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust‐related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions. Results and Conclusions: The results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important. Takeaways: There is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education. Lay Description: What is already known about this topic: Teaching and learning about the Holocaust is a field of study with an established scholarly tradition.Social media are information ecosystems that enable novel practices of Holocaust education and remembrance.The concept of lifelong learning ecologies has been developed to explain learning as a multidimensional and complex aspect of human life. What this paper adds: The study is the first to apply learning ecologies to the teaching and learning of the Holocaust through the use of digital technology.The study findings provide insight into how adults learn about the Holocaust informally using social media.The findings suggest that users are more proactive in their individual learning process and less active in interacting with peers. Implications for practice and/or policy: It is important to understand that learners' preferences have implications for the development of learning ecologies and the types of content to which they are most frequently exposed.In addition to providing opportunities for learners to critically reflect on their own learning practices, museum staff provide opportunities for learners to interact with each other and with Holocaust education specialists.Social media content providers should be aware that learners are looking for quality resources and trustworthy content to continue their learning. [ABSTRACT FROM AUTHOR]

Framed by Urie Bronfenbrenners' (1979) ecological systems theory, this paper analyses the contextual factors that facilitate commercial sex work among adolescent girls in a metropolis in Ghana. Focusing on contextual factors rather than individual perspectives, we examined the background of minors involved in sex trade by interviewing 15 juvenile prostitutes (aged 14–17) and several key stakeholders. We explored factors that cause them to engage in prostitution, such as dysfunctional family systems, peer and sibling influence, inadequate accommodation, media influence and fashionable trends, as well as poverty and survival dynamics. An innovative discovery presented in this paper is the strong presence of schools, and resultant young people, as well as tourist attractions and cultural celebrations such as festivals and funerals as drivers of juvenile prostitution in the study site. The paper concludes by recommending a multi‐sectoral approach to addressing juvenile prostitution challenges. [ABSTRACT FROM AUTHOR]

"Bury Your Gays" is the popular name used to describe the common television trope in which characters who are ostensibly gender‐ or sexually‐diverse are denied happy endings or "killed off". Widespread online commentary among audiences reacting to incidents of "Bury Your Gays" are indicative of a public concern over the repetitiveness of this trope in contemporary popular culture. This paper investigates the cultural frameworks through which television producers respond to audience anger at "Bury Your Gays" incidents in order to provide a production perspective to scholarship on the topic. We compare two cases separated by a generation: the 2002 case of Buffy the Vampire Slayer and the 2016 case of The 100. We argue that the difference in responses is indicative of (i) a solidification of the producer‐audience relationship since the advent of social media; (ii) the further embedding of a transactional approach to viewership in which "queerbaiting" is considered "false advertising" and (iii) the growth of cancel culture which fosters expectations that television representation will align with positive depictions and socially‐progressive cultural values. The paper argues that these cultural shifts underscore the way in which producers respond, no longer justifying the death of a queer character based on narrative need, but now balanced with attention to audience identity and social demand. [ABSTRACT FROM AUTHOR]

This paper explores the use of big data in understanding population movements in the context of environmental change, with particular attention to publicly available information from social media and newspapers. After discussing causal factors, the paper discusses the benefits and challenges of using big data, and mathematical models that may help capture the complexity of human mobility in the context of environmental change. We conclude that big data can be an important part of a toolkit in discerning drivers of migration and displacement. It is no panacea, however; the paper discusses potential problems in its use, particularly if big data are analysed to prevent people from moving out of harm's way. Therefore, partnerships between computer scientists and subject matter experts and practitioners are essential to ensuring that what is gathered from big data is usable, credible, and protects the privacy and rights of those who may be displaced. [ABSTRACT FROM AUTHOR]

Sociolinguistic research has demonstrated that ‘urban contact dialects’ tend to diffuse beyond the speech communities in which they first emerge. However, no research has attempted to explore the distribution of these varieties across an entire nation nor isolate the social mechanisms that propel their spread. In this paper, we use a corpus of 1.8 billion geo‐tagged tweets to explore the spread of Multicultural London English (MLE) lexis across the United Kingdom. We find evidence for the diffusion of MLE lexis from East and North London into other ethnically and culturally diverse urban centres across England, particularly those in the South (e.g. Luton), but find lower frequencies of MLE lexis in the North of England (e.g. Manchester), and in Scotland and Wales. Concluding, we emphasise the role of demographic similarity in the diffusion of linguistic innovations by demonstrating that this variety originated in London and diffused into other urban areas in England through the social networks of Black and Asian users. [ABSTRACT FROM AUTHOR]

Objective: In community health, there is great demand but limited time for the delivery of staff and patient education. During the COVID‐19 pandemic, evolving needs necessitated that health education be provided in an accurate and timely manner. This paper describes the development, implementation, and evaluation of a YouTube channel designed to disseminate health education to a wide audience of public health workers and patient populations. Methods: This project, divided into three phases, originated within shelter‐based care, providing education to shelter staff (Phase 1) and overtime has evolved to provide education within the Community Health Worker Hub at a major teaching hospital for community health workers (Phase 2) and the populations they serve (Phase 3). Further, during phase 3, the project developer used an artificial intelligence (AI) platform to increase the reach of the YouTube channel. Results: Over a span of 21 months, 18 unique videos have garnered 489 views. Conclusions: Clinicians and educators can leverage technology platforms for health education delivery, increasing the reach of their work while meeting the demands of the profession. While the quality of some information on YouTube may be poor, patients and students turn to this platform for health education. It is imperative that public health nurses embrace this medium, rather than push against it. By creating high‐quality content, educating students and patients about DISCERN and PEMAT tools, and guiding patients to credible sources, public health nurses may ameliorate the standards of health education on YouTube. [ABSTRACT FROM AUTHOR]

A lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long‐term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong (N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teaching content and strategies. All participants completed pre‐ and post‐intervention surveys reporting their teaching beliefs, and five participants from the experimental group were invited for individual interviews. The questionnaire survey data were analysed using statistical analysis, while the interview data were analysed through inductive thematic analysis. The study, which was pre‐post quasi‐experimental, showed that the video club enhanced teachers' beliefs and attitudes towards professional practices in early childhood education. Qualitative analysis of teacher interviews revealed benefits and constraints of using YouTube videos for professional learning. The study transformed video clubs into a web‐mediated mode using YouTube, Google Classroom and Zoom. The results have implications for the design and implementation of video clubs in teacher learning programmes. Practitioner notesWhat is already known about this topic As the largest and most popular video‐sharing service, YouTube hosts a wide range of freely accessible video types that can be used for professional education in various disciplines.There are worldwide efforts to improve early childhood teachers' ability to teach STEM.Video recordings of classroom observations have been used in the context of video clubs since the 1990s to support teacher learning.What this paper adds We introduced the design of a YouTube video club focusing on STEM teaching, in which the participants were asked to view and analyse video excerpts, write reflection as guided by the facilitator and discuss with peers in groups to exchange views on the teaching content and strategies demonstrated in the video excerpts.We extended prior research on video clubs by transforming video clubs into a fully web‐mediated mode using the technologies of YouTube, Google Classroom and Zoom.This design‐based study evaluated the design of YouTube video club in terms of affording and constraining teachers' professional learning in STEM education.Implications for practice and/or policy Results of this study can inform the design of teacher learning programmes using YouTube videos.YouTube videos can be used in web‐mediated video clubs to enhance teachers' professional beliefs, as well as the pedagogical content knowledge in specific learning domains (eg, STEM).More enhancements should be made to optimize the design of YouTube video club. [ABSTRACT FROM AUTHOR]

This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester‐long experiment, 49 university students were divided into an experimental group (n = 25) and a control group (n = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre‐ and post‐questionnaires on FLSA and WTC, coupled with pre‐ and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media‐based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills. Practitioner notesWhat is already known about this topic Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills.Social media‐integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners.Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety.What this paper adds This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC.The findings suggest that social media‐integrated speaking activities, specifically vlogging, offer a beneficial and effective pedagogical strategy to ameliorate speaking proficiency, FLSA, and WTC in supportive and non‐intimidating contexts.Implications for practice and/or policy This study offers crucial insights for EFL teachers planning courses to enhance speaking proficiency:The integration of vlogging and similar social media‐based activities into language instruction is strongly supported by the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group. This study provides a concrete foundation for such innovative approaches.The creation of an engaging, interactive and stress‐free learning environment is essential, enabling learners to practice speaking English without anxiety. This approach can also aid learners in overcoming affective barriers and enhancing their language skills.EFL educators should prioritize improving key attitudinal factors, such as anxiety and WTC. These factors significantly contribute to the holistic development of oral proficiency.When incorporating social media‐based speaking activities like vlogging, teachers' targeted feedback on recurring learner mistakes can foster improvements in speaking accuracy.EFL teachers must recognize their critical role in nurturing a supportive, non‐intimidating environment, paving the way for learners to effectively enhance their speaking proficiency. [ABSTRACT FROM AUTHOR]

Introduction: Associations between structural inequalities and health are well established. However, there is limited work examining this link in relation to mental health, or that centres public perspectives. This study explores people's experience and sense‐making of inequality in their daily lives, with particular consideration of impacts on mental health. Methods: We conducted a peer research study. Participants had to live in one of two London Boroughs and have an interest in inequalities and mental health. Using social media, newsletters, local organisations and our peer researchers' contacts, we recruited 30 participants who took photos representing their experience of inequality and discussed them during semi‐structured interviews. Data were analysed using reflexive thematic analysis. Results: Three themes were identified in this study: (1) inequalities are unjust, multilayered and intertwined with mental health. Accounts demonstrated a deep understanding of inequalities and their link to mental health outcomes, describing inequalities as 'suffering' and 'not good for anyone'. Financial, housing, immigration and healthcare problems exacerbated poor mental health, with racism, gender‐based violence and job loss also contributing factors for both poor mental health and experiences of inequality; (2) inequalities exclude and have far‐reaching mental health consequences, impacting personal sense of belonging and perceived societal value and (3) moving forwards—addressing long‐standing inequality and poor public mental health necessitated coping and resilience strategies that are often unacknowledged and undervalued by support systems. Conclusion: Lived experience expertise was central in this study, creating an innovative methodological approach. To improve public mental health, we must address the everyday, painful structural inequalities experienced by many as commonplace and unfair. New policies and strategies must be found that involve communities, redistributing resources and power, building on a collective knowledge base, to coproduce actions combatting inequalities and improving population mental health. Patient or Public Contribution: This study was peer‐led, designed and carried out by researchers who had experiences of poor mental health. Six authors of the paper worked as peer researchers on this study. [ABSTRACT FROM AUTHOR]

Issues: The sale of illicit drugs online has expanded to mainstream social media apps. These platforms provide access to a wide audience, especially children and adolescents. Research is in its infancy and scattered due to the multidisciplinary aspects of the phenomena. Approach: We present a multidisciplinary systematic scoping review on the advertisement and sale of illicit drugs to young people. Peer‐reviewed studies written in English, Spanish and French were searched for the period 2015 to 2022. We extracted data on users, drugs studied, rate of posts, terminology used and study methodology. Key Findings: A total of 56 peer‐reviewed papers were included. The analysis of these highlights the variety of drugs advertised and platforms used to do so. Various methodological designs were considered. Approaches to detecting illicit content were the focus of many studies as algorithms move from detecting drug‐related keywords to drug selling behaviour. We found that on average, for the studies reviewed, 13 in 100 social media posts advertise illicit drugs. However, popular platforms used by adolescents are rarely studied. Implications: Promotional content is increasing in sophistication to appeal to young people, shifting towards healthy, glamourous and seemingly legal depictions of drugs. Greater inter‐disciplinary collaboration between computational and qualitative approaches are needed to comprehensively study the sale and advertisement of illegal drugs on social media across different platforms. This requires coordinated action from researchers, policy makers and service providers. [ABSTRACT FROM AUTHOR]

Employees' social media use in the workplace has become a common phenomenon. Thriving at work is a positive psychological state, and conventional wisdom and preliminary research on thriving at work indicate the benefits of thriving for both employees and organizations. However, few studies have linked social media use and employees' sense of thriving. Based on the socially embedded model of thriving at work, this paper explores the relationship between social media use and thriving at work, as well as the mediating role of knowledge sharing and the moderating role of locus of control. Mplus is used to analyze the data of 397 Chinese employees collected at two time points; the results show a significant positive impact of social‐related social media use on thriving at work. However, work‐related social media use was found to have no effect on thriving at work, though knowledge sharing mediates the relationship between social media use and thriving at work. In addition, locus of control moderates the relationship between work‐related social media use and thriving at work. [ABSTRACT FROM AUTHOR]

Although the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topicSocial media use for learning is associated with students' academic motivation, engagement and academic achievement.Social media use may have affordances for identity development, especially for ethnic minorities.The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization.What this paper addsSocial media use for math learning was directly and positively related to ethnic minorities' math identity.This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity.Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity.Implications for practice and/or policyPromoting social media use for math learning benefits ethnic minority students' math identity.Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development.Ethnic minority students' math identity socialization processes merit attention. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to spatially and regionally examine academic engagement within Brazil, identifying patterns. Moreover, our investigation can contribute to a better understanding of how knowledge can be turned into a tool to fight regional inequality. We depart from two hypotheses: first, universities situated in peripheral regions interact more with companies from relatively more dynamic regions, and second, in the absence of industrial knowledge demand, universities tend to collaborate more closely with a diverse range of stakeholders in the region. To evaluate these hypotheses and find empirical evidence, we consider 4497 research groups and 4603 nonacademic organizations as "nodes" connected by 8830 collaborations throughout all Brazilian regions. Social network tools are used to illustrate the spatial and regional dimensions of academic engagement more accurately. The results show that academic engagement is not regionally homogeneous, demonstrating essential differences regarding local nonacademic partnerships. Innovation policies, which encourage only university–firm interactions, perpetuate regional inequality. [ABSTRACT FROM AUTHOR]

Over the last two decades, an increasingly complex work context of personal and work activities has blurred the foundations on which the concept of cyberloafing was traditionally based. It is no coincidence that Lim and Teo's recent review on cyberloafing refines the original construct defined by Lim and proposes new directions for determining its impact. The present commentary aims to offer additional discussion on these two aspects. First, the author aims to examine the conceptual architecture of cyberloafing by considering alternative perspectives. In contrast to conceptualizing cyberloafing traditionally by determining its boundaries such as engagement in online activities during working time and for personal purposes, the author also directly focuses on engagement in offline activities, which determines the behavioral features that are within its boundaries. The paper concludes by discussing the implications of combining these online and offline perspectives to provide a detailed assessment of the online and offline impacts of cyberloafing. [ABSTRACT FROM AUTHOR]

Background: A number of practice barriers (e.g., time constraints, patient comorbidities and competing demands) exist as regards the evidence‐based assessment of adult language within the acute hospital setting. There is need for an evidence‐based, diagnostically validated, adaptable, comprehensive and efficient aphasia assessment. The Brisbane Evidence Based Language Test (EBLT) was developed to meet this need for a clinically appropriate and diagnostically robust assessment measure. Since the release of the EBLT, there has been no detailed investigation into speech and language therapists' (SLT) use and perceptions of the assessment. To inform future research and improvements to the EBLT, a better understanding of current language assessment practices, use and thoughts on the EBLT are required. Aims: To investigate SLTs' current language assessment practices; and to explore the current usage and future directions of the Brisbane EBLT. Methods & Procedures: A convergent parallel mixed‐methods study design with an electronic survey was utilized. The survey consisted of 16 multiple‐choice, multiple‐answer and free‐text questions that explored respondents' perceptions of current language assessment measures, ideal language assessment features, Brisbane EBLT use, positives and negatives, and future directions for the EBLT. The survey was developed on Qualtrics and disseminated via email, social media and professional networks. Snowball sampling was used. Study inclusion criteria required participants to be qualified SLTs with clinical experience working with patients with aphasia. Quantitative data were analysed via descriptive and correlative statistics, and qualitative data were analysed via content analysis. Outcomes & Results: The survey was completed by 115 SLTs from Australia, New Zealand, the United States, the UK, Canada, France, Lebanon and Belgium. Many respondents identified that a range of assessments is required to meet SLT clinical needs in the assessment of aphasia. Key desirable assessment features reported were: comprehensive, efficient, evidence‐based, responsive and flexible. The EBLT was the most frequently used standardized measure reported by respondents (used by 78.63%). The EBLT reportedly has many positive features; however, respondents indicated dislike of the form layout, scoring and responsiveness. The majority of respondents indicated that the development of additional EBLT tests (94.29%) and additional cut‐off scores (95.15%) would benefit their clinical practice. Conclusions & Implications: The study findings indicate that SLT assessment of language is complex and multifaceted. While the EBLT is reportedly used widely by SLTs, respondents identified areas for further research which would optimize the test's usability within their practice, to ultimately improve patient outcomes. WHAT THIS PAPER ADDS: What is already known on the subject: Previous studies have explored existing SLT adult language assessment practices within acute settings; however, the most recent comprehensive study was completed in 2010. In 2020, the development, diagnostic validation, intra‐ and interrater reliability of the Brisbane EBLT were published. As of yet there has not been an investigation into clinician use and perspectives of the assessment since its release. What this paper adds to existing knowledge: This study provides contemporary data about international aphasia assessment practices, as well as descriptive and qualitative information on the current use of the Brisbane EBLT, and the positives, negatives, and future directions for the assessment measure. What are the potential or actual clinical implications of this work?: The study suggests that no one language assessment currently satisfies all SLTs' assessment needs. It additionally implies that a large proportion of SLTs believe that it is best practice to use multiple language assessment measures and select these based on the patient's presentation and context. Further research is required to aid the development of additional EBLT test versions and cut‐off scores to improve SLT adult language assessment practices. [ABSTRACT FROM AUTHOR]

The #BlackLivesMatter Movement has amplified the role of social media in visibilising anti‐Black violence. Drawing on the narratives and expertise of those who have experienced anti‐Black racism, this paper employs the theoretical concept of racial dignity to highlight how young African Australians participate in racial discourse on social media. The findings of this paper demonstrate that social media is a significant site where Black African youth reclaim racial dignity through: 1) reversing the white gaze; 2) recognising and calling out anti‐blackness; and 3) cultivating and engaging in communities of healing and belonging. Through these digital practices, Black African youth in Australia foster racial agency that promotes positive self‐recognition, racial resilience and racial dignity. We argue, therefore, that social media offer Black African young people in Australia spaces to engage in positive expressions of Afro‐blackness and challenge anti‐blackness in ways that are safer to them than in physical, offline settings in white contexts. [ABSTRACT FROM AUTHOR]

This paper offers a detailed empirical account of how human–environment relations were reconfigured in the UK and Ireland during the 2020–2021 COVID‐19 lockdowns, a period which natural scientists defined as the COVID‐19 Anthropause. Bringing this scientific concept into conversation with geographical work, we consider anthropause as both a lived condition and an historical moment of space–time decompression. Our expanded conceptualisation of anthropause, centred on lived experience and everyday life, develops a more hopeful politics than those offered by the 'Great Acceleration' narrative, which suggests digital media and urbanisation separate humans from nature. In contrast, we identify affirmative and inclusive modes of 'anthropause environmentalism' and explore their potential for fostering convivial human–nature relations in a world that is increasingly urban, digital, and powered by vernacular expertise. To make this argument, we turn to the Self‐Isolating Bird Club, an online birdwatching community operating across several social media platforms which, at the pandemic's height, reached over 50,000 members. We trace three key changes to human–nature relations illustrated by this group which we use to structure our paper: connection, community and cultivation. The COVID‐19 Anthropause recalibrated the fabric and rhythms of everyday life, changing what counts as a meaningful human–nature relationship. This paper will be of interest to geographers exploring environmental change at the interface of more‐than‐human and digital geographies, as well as environmentalists and conservationists. To conclude, we offer suggestions as to how scholars and practitioners might harness the lessons of anthropause to respond to the 'anthropulse'. [ABSTRACT FROM AUTHOR]

The work of school counsellors has become complex with the increasing technological advances and adolescents' dependency on them. There is a surprising lack of study in the Indian context, aimed at school counsellor's challenges in dealing with adolescents' digital use. This paper provides better understanding of the challenges of school counsellors involving adolescents' digital use in Indian schools. Three significant themes emerged from the data analysis: (a) negative aspects of digital use among Indian adolescents, (b) the need to effectively teach how to navigate the digital world and (c) the challenge of integrating technology with traditional counselling approaches to educate adolescents about their digital use. Furthermore, this paper presents implications for school counselling practice and research within Indian context. Practitioner points: School counsellors address challenging situations involving adolescents' use of digital media.School counsellors play a crucial role in teaching and modelling how to navigate the digital world.Little research has been conducted in the Indian context; hence this study is a good step forward to understand and acknowledge the challenges of school counsellors. [ABSTRACT FROM AUTHOR]

Background: Recent years have seen the proliferation of online courses that have been initiated either in accordance with the natural rhythms of educational technology growths or in force majeure situations. This adds complexity to understanding the influence of potential factors on online student engagement. Objectives: The present study conducted an essential inspection to explore the relationship between student social media literacy and their engagement in online learning settings. Methodology: A sample of 1015 undergraduate students participated in this study and the partial least squares structural equation modelling (PLS‐SEM) was chosen for evaluating the research model. In addition, to provide more information on the prioritization of strategic actions, the importance‐performance map analysis (IPMA) was also performed. Results: In a two‐factor construct, social media literacy was found to have a significantly positive relationship with aspects of student engagement in the online learning environment. The influence of technical competence is still undeniable, but the effect of cognitive competence on online student engagement is more significant. In addition, appearing in the fourth quadrant (low performance ‐ high importance) in all IPMA presentations, the anticipatory reflection is the construct that should be prioritized for improvement to augment student engagement in online learning. Lay Description: What is already known about the subject matter: It is widely acknowledged that student engagement plays a pivotal role in the success of online learning.Computer self‐efficacy was also considered as a significant predictor of online student engagement.The use of social media can encourage active learning and promote the exchange of ideas and information. What this paper adds: Confirming that, in a two‐factor structure, technical competence reflected by technical usability indicator and cognitive competence organized as a second‐order construct with three dimensions (content interpretation, content generation, and anticipatory reflection), social media literacy positively influences aspects of online student engagement.Revealing that the influence of technical competence is still undeniable, but the effect of cognitive competence on online engagement is more significant.Indicating that anticipatory reflection, content interpretation, and content generation are located in the fourth quadrant of the importance‐performance maps, where they exhibit low performance but high importance. Implications for practice and/or policy: For an effectual online learning setting where students put down a robust engagement, more supports and opportunities need to be unleashed to help students develop skills for communicating and staying connected in their own critical voices.The instructions of the online course must be designed in such a way as being able to catch up and call up as much of the student's cognitive competence as possible.Anticipatory reflection should be prioritized for improvement to augment online student engagement. [ABSTRACT FROM AUTHOR]

Left‐behind children who live away from their migrant parents in rural China have received widespread media attention, especially around their vulnerability and delinquency. To examine the media construction of this population and responsibility attribution for the incidents occurring to them, we used the phronetic iterative approach to analyse 348 news reports published by The Paper, one of China's leading digital media outlets. Our findings revealed that the media constructed a stereotypical portrayal of these children and their families. Moreover, structural inequalities existing in social policies were shifted into personal responsibility in media discourses. This study offers empirical support for the role of news media in shaping public perceptions through their construction and framing processes. We highlight the need to identify structural factors that affect media portrayals of rural families and call for more social support for left‐behind children. [ABSTRACT FROM AUTHOR]

Depression is a severe mental health issue. The user‐generated content on social media (SM) is growing nowadays. Some computational approaches have been proposed for detecting depression based on users' SM data. However, because of the use of formal language, short range of words and misspellings in the SM data, depression detection (DD) is a challenging task. This paper proposes a novel deep learning (DL) technique for performing DD of the SM data with the help of the hybrid feature selection (FS) mechanism. Initially, two publicly available datasets containing user tweets are collected for implementing the proposed research model. Then the collected datasets are preprocessed for further processing. The preprocessing phase includes critical processes that contribute to creating a ready‐to‐use dataset for training and testing. After preprocessing, the preprocessed data is divided into prime and non‐prime words based on the dictionary approach. After that, the hybrid FS approach is implemented to select the most relevant features from the prime and non‐prime words for higher classification accuracy (AC). In the hybrid model, firstly Term Frequency Inverse Document Frequency integrated Modified Information Gain (TFIDF‐MIG) approach is proposed that assigns the score value of each prime and non‐prime word in the dataset. Secondly, optimal features are selected from the weighted features using the Improved Elephant Herding Algorithm (IEHA). Finally, the decided features from the hybrid model are fed into the DL model, namely attention included improved ReLU‐based Convolution Neural Network with Long Short‐Term Memory (AIRCNN‐LSTM) for DD. Experiments are performed on the collected datasets to assess the proposed model's performance efficiency. The results of the extensive experiments show that the presented work outperforms existing techniques regarding DD classification AC by locating the best solutions. At the same time, it reduces the number of features chosen. [ABSTRACT FROM AUTHOR]

To effectively manage a crisis, most decisions made by governments, organizations, communities, and individuals are based on "shared situational awareness" (SSA) derived from multiple information sources. Developing SSA depends on the alignment of mental models, which "represent our shared version of truth and reality on which we can act." Social media has facilitated public sensemaking during a crisis; however, it has also encouraged mental model dissonance, resulting in the digital destruction of mental models and undermining adequate SSA. The study is concerned with the challenges of creating SSA during the COVID‐19 pandemic in Australia. This paper documents a netnography of Australian public health agencies' Facebook communication, exploring the initial impact of COVID‐19 on SSA creation. Chaos theory is used as a theoretical lens to examine information perception, meaning, and assumptions relating to SSA from pre to post‐pandemic periods. Our study highlights how the initial COVID‐19 "butterfly effect" swamped the public health communication channel, leaving little space for other important health issues. This research contributes to information systems, information science, and communications by illustrating how the emergence of a crisis impacts social media communication, the creation of SSA, and what this means for social media adoption for crisis communication purposes. [ABSTRACT FROM AUTHOR]

To ensure the widespread dissemination of information and to foster interaction and dialogue with users, higher education institutions need to develop an active profile on the social networks. This paper analyses the influence of universities' posting strategy on their followers' engagement (reaction, virality and conversation) by measuring the level of activity and type of presence on their social networks. A content analysis was conducted to analyse 90,000 posts by 70 universities from Europe, the United States and Latin America on their institutional profiles on Twitter, Facebook and LinkedIn. The universities' posting activity on their social media is moderate (with an overall mean of 7.04 posts per day), but the interaction rate is very low (0.237), far below the recommended levels of engagement. Notably, increased activity by universities on social networks does not lead to greater engagement but points to an inverse relationship between the two. Our findings also indicate that university‐created content (UCC) achieves a higher level of engagement (x¯ = 169.41) than university‐shared content (USC) (x¯ = 126.18). This study explores the effect of universities' posting strategy dimensions on their follower's interaction. [ABSTRACT FROM AUTHOR]

With the surge of searching and reading online health‐based articles, maintaining the quality and credibility of online health‐based articles has become crucial. The circulation of deceptive health information on numerous social media sites can mislead people and can potentially cause adverse effects on people's health. To address these problems, this work uses deep learning approaches to automate the assessment and scoring of online health‐related articles' credibility. The paper proposed an Attention‐based Recurrent Multichannel Convolutional Neural Network (ARMCNN) model. The proposed model incorporates a BiLSTM layer, a multichannel CNN layer, and an attention layer and predicts the credibility of online health information. To perform a reliable evaluation of the presented model, we utilize the health articles reviewed by the experts, compiled in a labeled dataset termed "Pubhealth," which consists of thousands of health articles. The results are evaluated using five performance measures, accuracy, precision, recall, f1‐score, and area under the ROC curve (AUC). Furthermore, we extensively compared the proposed model with different deep learning and machine learning models such as Long short‐term memory (LSTM), Bidirectional LSTM, CNN (Convolutional neural network), and RNN‐CNN. The experimental results showed that the proposed model produced state‐of‐the‐art performance on the used dataset by achieving an accuracy of 0.88, precision of 0.92, recall of 0.87, f1‐score of 0.90, and AUC of 0.94. Further, the proposed model yielded better performance than other benchmarked techniques for the credibility assessment of online health articles. [ABSTRACT FROM AUTHOR]

The article discusses the trends in submissions and publications for the Annals of Applied Biology journal. While there was a steady increase in submissions until 2021, there was a reduction in submissions in 2022 and 2023. However, the number of published papers remained consistent. The journal encourages researchers to consider submitting their work to Annals of Applied Biology and highlights the various types of publications they accept. The article also acknowledges the support of the Association of Applied Biologists and Wiley in promoting and publishing the journal. Special issues linked to AAB-organized events are also announced, and new editors are welcomed to the board. The article concludes by inviting readers to follow the journal on social media and providing links to the journal's website and the AAB website. [Extracted from the article]

This research paper explores how preservice teachers engaged with the transmodal place‐based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place‐based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID‐19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place‐based digital poetry can be a unique way to draw together place‐based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. [ABSTRACT FROM AUTHOR]

Nationalism is often associated with xenophobia and isolationism in academic literature. The negative image of nationalism has been further strengthened by the electoral success of far‐right political figures across the world. However, treating all nationalism as a uniformly negative phenomenon risks over‐simplification, as nationalism might manifest differently given different social context and rhetorical resources available. Taking Hong Kong as a case, this paper theorises Hong Kong as a stateless nation and examines the alleged negative association of nationalism. It moves beyond the traditional 'Hong Kong vis‐a‐vis China' framework and explores the relationship between Hong Kong nationalists and non‐Chinese international actors. Drawing on data from major Hong Kong political parties' Facebook page, this paper shows that Hong Kong nationalism exhibits a high level of internationalism in both inward and outward dimensions, theorised, respectively, as the willingness to accept foreign influence and to invite international cooperation, and therefore offers a nuanced understanding about the relationship between nationalism, xenophobia and isolationism. [ABSTRACT FROM AUTHOR]

Background: After total laryngectomy, surgical voice restoration is used to establish communication via tracheoesophageal voice prosthesis. Once voice is established, there is a paucity of information on what speech and language therapists (SLTs) should do to improve tracheoesophageal voice quality to ensure functional communication. No existing surveys or studies investigate this specific question. There is also a disconnect between guidelines, knowledge and clinical practice, whereby clinical guidelines stipulate the requirement for SLT intervention, but do not detail what this entails in the rehabilitation context. Aims: (1) To advance understanding of current clinical practice beyond voice prosthesis management and care. (2) To explore what approaches are implemented in clinical practice across the UK and Republic of Ireland to rehabilitate tracheoesophageal voice. (3) To investigate the barriers and facilitators to provision of tracheoesophageal voice therapy. Methods & Procedures: A self‐administered 10‐min online survey was developed using Qualtrics software and piloted before dissemination. Survey development was informed by the Behaviour Change Wheel to identify barriers, facilitators and additional factors contributing to SLTs' provision of voice therapy to tracheoesophageal speakers. The survey was disseminated via social media and professional networks. Eligibility criteria included SLTs with at least one year post‐registration experience and with experience of working with laryngectomy in the past 5 years. Descriptive statistics were used to analyse closed answer questions. Open question responses were analysed using content analysis. Outcomes & Results: The survey received 147 responses. Participants were representative of the head and neck cancer SLT workforce. SLTs believe that tracheoesophageal voice therapy is an important aspect of laryngectomy rehabilitation; however, there was a lack of knowledge about therapy approaches and insufficient resources for implementing therapy. SLTs expressed a desire for more training, specific guidelines and a stronger evidence base to inform clinical practice. Some SLTs expressed feelings of frustration and lack of acknowledgement for the specialist skills required to undertake laryngectomy rehabilitation and tracheoesophageal work in general. Conclusions & Implications: The survey identifies the need for a robust training approach and detailed clinical guidelines to promote consistent practice across the profession. The evidence base within this clinical area is emergent, hence there is a need for increased research and clinical audit to inform practice. Under‐resourcing was highlighted, which should be considered in service planning to ensure that adequate staff, access to expert practitioners or time ring‐fenced for therapy are available for tracheoesophageal speakers to receive the support they require. WHAT THIS PAPER ADDS: What is already known on this subject: Total laryngectomy results in life‐altering changes to communication. Clinical guidelines advocate for speech and language therapy intervention; however, there is no clear information on what SLTs should do to optimize tracheoesophageal voice and the evidence base to support practice is lacking. What this study adds to existing knowledge: This survey identifies what interventions SLTs provide in clinical practice to rehabilitate tracheoesophageal voice; and it explores the barriers and facilitators that influence the provision of tracheoesophageal voice therapy. What are the potential or actual clinical implications of this work?: Specific training, clinical guidelines, increased research and audit are required to support clinical practice in laryngectomy rehabilitation. Service planning should address the under‐resourcing of staff, expert practitioners and therapy allocated time. [ABSTRACT FROM AUTHOR]

The aim of this paper is to discuss how community relational economic practices in virtual spaces are effective in building resilience because they are borne of and sustained by familiar traditional Fijian values of collective work and social interdependence. The researchers adopted a pandemic‐induced methodology, conducting online‐based talanoa (fluid conversations between two or more people) with a number of people leading, or involved in, these initiatives. We also engaged with online community groups behind a number of initiatives. Examples are provided of online crowdfunding, livestreaming of concerts to solicit donations, and bartering facilitated by social media sites. To conclude, we stress the enduring nature of communal bonds and traditional systems which Pacific people readily adapt and translate into different forums and forms in the face of challenges such as the restrictions and financial hardships caused by COVID‐19. The findings highlight that solesolevaki – a tradition of working together for a common cause – can also occur in the digital era: this demonstrates the deep connection of Fijian peoples and their sense of obligation to one another and to their culture, regardless of where they are in the world. [ABSTRACT FROM AUTHOR]