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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.

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.

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]

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.

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]

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.

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.

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."]

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.

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.

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 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.

The introduction of widespread school Internet access in industrialised countries has been accompanied by the materialisation of what can be labelled as a national school e-safety agenda. Drawing upon Foucault's notions of discourse and governmentality, this paper explores how e-safety policy documents serve to constrain the conceptual environment, seeking to determine and limit individuals' thoughts on this matter. Analysing UK and US government texts, it is argued that four main themes arise that subvert critical, informed debate about children online. Namely, the discursive construction of e-kids, the muting of schoolchildren's voices, the responsibilisation of students and "diagnostic inflation" through realist risk discourses. These issues can be interpreted as an attempt to engender control through particular strategies of governmentality. While recognising that students may resist such attempts at control, it is concluded that the issue of children's digital rights need to be more prominent in e-safety policies.

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).

Developing transition planning for youth living with severe and persistent mental illness requires the creation, memorialization, and retrieval of appropriate and responsive treatment preferences to meet their needs, especially during a mental health crisis. Regrettably, transition-aged youth at the age of 18 can no longer rely on their support persons (typically family caregivers) to consent to care during a mental health crisis. Due to this, caregivers expressed challenges conveying information about their loved one's preferences for care (Lavoie, 2018) during a crisis. This lack of access to patient information exchange during a mental health crisis can effect treatment decisions. Caregivers report a range of negative outcomes including traumatic events resulting in distrust of the health care system (Lester et al., 2005). While misinformation is typically thought of as the deliberate falsification of information, we explore misinformation as both omission and lack of access to patient information, in this case health information. But what happens when a caregiver is distrustful of the health care system? What influence does distrust have on disclosure of health information? The purpose of this paper is to understand how caregivers trust of the healthcare system effects their decision regarding the sharing of health information on behalf of a person experiencing a mental health crisis. Using a mixed methods approach, this paper provides the results of Texas wide online survey regarding disclosure of healthcare information during a mental health crisis. This study expands the understanding of misinformation and the consequence of when information is withheld from individuals and healthcare systems, that can result in clinical decisions based on misinformation. The data provides preliminary evidence to suggest that the role of distrust of the medical system plays a part of the decision to not disclose health information. Open ended responses also suggest a relationship of how lack of information can lead to misinformed decisions. Practical recommendations call for applications in which capacitated persons living with serious mental illness and their caregivers collaborate on the sharing and memorialization using a psychiatric advance directive (PAD). A psychiatric advance directive (PAD) is not only a communication tool it is a medical-legal document that promotes patients' autonomy giving capacitated adults living with serious mental illnesses the ability to record their preferences for care during a mental health crisis (Table et al., 2020).

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.

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.

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.

Users of research databases, such as CiteSeerX, Google Scholar, and Microsoft Academic, often search for papers using a set of keywords. Unfortunately, many authors avoid listing sufficient keywords for their papers. As such, these applications may need to automatically associate good descriptive keywords with papers. When the full text of the paper is available this problem has been thoroughly studied. In many cases, however, due to copyright limitations, research databases do not have access to the full text. On the other hand, such databases typically maintain metadata, such as the title and abstract and the citation network of each paper. In this paper we study the problem of predicting which keywords are appropriate for a research paper, using different methods based on the citation network and available metadata. Our main goal is in providing search engines with the ability to extract keywords from the available metadata. However, our system can also be used for other applications, such as for recommending keywords for the authors of new papers. We create a data set of research papers, and their citation network, keywords, and other metadata, containing over 470 K papers with and more than 2 million keywords. We compare our methods with predicting keywords using the title and abstract, in offline experiments and in a user study, concluding that the citation network provides much better predictions. [ABSTRACT FROM AUTHOR]

Research outputs are a form of testimony with researchers serving as expert testifiers. Research outputs align with philosophical understandings of testimony, as research represents an everyday, informal communicative act. If research outputs are a form of testimony, they are open to ethical and epistemic critique. The open access (OA) article processing charge (APC) in the Global South serves as an apt topic for this critique. The APC is a financial barrier to publication for Southern researchers, and thus raises problems around epistemic and testimonial injustice. The second half of this paper examines a variety of equity issues in prestige scholarly publishing and OA APCs, which are then more fully illustrated by the development of a hypothetical testimonial injustice case study focused on a researcher working in Latin America. Ultimately, I propose the following argument: If people use journal rankings as a guide to which testimony they should take seriously and the OA APC publishing model systematically excludes researchers from the Global South on non-meritocratic grounds, then the OA APC publishing model contributes to testimonial injustice. This paper is a philosophical, theory-based discussion that contributes to research about equitable systems of scholarship.

There is a pressing need for prevention programs that address increasing rates of epidemics and pandemics, including noncommunicable diseases. However, many populations face substantial systemic barriers to accessing traditional prevention programs. To minimize persistent service utilization gaps for underserved populations, the field requires effective, efficient, and sustainable methods to increase accessibility and cultural relevance of prevention programming to multiple audiences. Cultural adaptation is one such strategy, but it can be daunting for many preventionists. Therefore, this paper presents a step-by-step guide to streamline the cultural adaptation of prevention programs through digitization and use of a novel application of storyboarding methodology, called "blueprint storyboarding." This innovative approach to cultural adaptation is designed to increase systematicity through manualization, efficiency, cost-effectiveness, and adaptability for multiple cultures and developmental stages. We illustrate this novel method by describing how we applied the blueprint storyboarding approach after digitization to culturally adapt the JUS Media? Programme, a food-focused media literacy program designed to buffer media-related obesity risks for diverse youth. [This paper was written with the JUS Media? Adaptation Team.]

The aim of this study is to contribute to a pragmatic understanding of critical information literacy (CIL) by positioning it as a context-specific interpersonal practice. Using phenomenography to explore how information work is experienced by social workers in social and health care settings, this paper provides an example of critical information practice that can be used to operationalise and activate CIL as a theory and inform approaches to critical pedagogy. CIL as a concept is generally theorised, practiced, and taught in academic contexts, and relatively few examples of how theory can be defined and put into practice outside a classroom setting are available. This study builds on our understanding of CIL by exploring professional information practice and suggests a model for teaching to engage learners in connecting information to action in social systems.

Background: Brokers, intermediaries, and boundary spanners (BIBS) bridge research and policy or practice, and can elevate the role of evidence in decision making. However, there is limited integration of the literature across different sectors to understand the strategies that BIBS use, the skills needed to carry out these strategies, and the expected outcomes of these strategies. Aims and objectives: In this review, we characterise the strategies, skills, and outcomes of BIBS across the literature in education, environmental, health and other relevant sectors. Methods: We included 185 conceptual and review papers written in English that included descriptions or conceptualisations of BIBS in the context of knowledge transfer or research use in the education, environmental, health, or other relevant sectors (for example, social services, international development). For each included paper, we extracted and coded information on sector, BIBS strategies, skills, and outcomes. Findings: Our review revealed five strategies used by BIBS that were emphasised in the literature. Specifically, 79.5% of papers mentioned facilitating relationships, 75.7% mentioned disseminating evidence, 56.8% mentioned finding alignment, 48.6% mentioned capacity building, and 37.3% mentioned advising decisions as strategies used by BIBS. Additionally, papers described skills and expected outcomes that were common across these strategies as well as those that were unique to specific strategies. Discussion and conclusions: We discuss implications of these findings for understanding how BIBS interface with knowledge users and producers as well as directions for future research on BIBS and the professionalisation of BIBS roles.

Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper's question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.

Machine Translation (MT) has the potential to provide instant translation in times of crisis. MT provides real solutions that can remove borders between people and COVID-19 information. The widespread of MT system makes it worthy of scrutinizing the capacity of the most prominent MT system, Google Translate, to deal with COVID-19 texts into Arabic. The study adopted (Costa et al., 2015a) framework in analysing the output of Google Translate output service in terms of orography, grammar, lexis, and semantics. The study's corpus was extracted from World Health Organization (WHO), United Nations Children's Emergency Fund (UNICEF), U.S. Food and Drug Administration (FDA), the Foreign, Commonwealth & Development Office (FCDO), and European Centre for Disease Prevention and Control (ECDC). The paper reveals that Google Translate committed a set of errors: semantic, grammatical, lexical, and punctuation. Such errors inhibit the intelligibility of the translated texts. It also indicates that MT might work as an aid to translate general information about COVID-19, but it is still incapable of dealing with critical information about COVID-19. The paper concludes that MT can be an effective tool, but it can never replace human translators.

Orphan works are works that are still protected by copyright and whose owners cannot be identified or located by prospective users for copyright clearance. Many countries have addressed this issue since the emergence of the problem, and it remains a legitimate subject of inquiry in this present day. However, Malaysia is yet to initiate public consultations and formulate legislative and non-legislative solutions to the orphan work problem. Hence, this paper aspires to underline the challenges and obstacles in exploiting the orphan works in Malaysia. It starts with a brief introduction to the orphan works problem and its causes. It further highlights the legal and policy uncertainties about the orphan work phenomenon in Malaysia and its implication to higher learning education. Besides, this paper also examines the current practices in the United Kingdom and Canada. Finally, this paper proposes some suggestions into what Parliament and policymakers have to do and avoid when solving Malaysia's orphan work phenomenon. It is hoped that the access to the orphan works in Malaysia would not be problematised, thereby liberating them from the copyright orphanage.

European pharmaceutical companies have a legal requirement to provide non-promotional Medical Information (MI) services to support healthcare professionals (HCPs) who are using their medicinal products. While the industry has self-regulating bodies with established Codes of Practice, these mainly focus on promotional messaging and commercial activities. In the absence of similar frameworks for MI, such services struggle to understand how to meet HCP digital expectations, often in fear of breaching the promotional codes. This is limiting access to the wealth of non-promotional patient-focussed information held within the industry. Meanwhile, a large volume of unregulated, low-quality information can be readily found on the internet. To understand the current status, the Medical Information Leaders in Europe (MILE) industry association performed a benchmarking survey which explored the online MI service provision of 13 mid-large pharmaceutical companies across Europe. This highlighted a great diversity in approach in terms of geographical coverage and content. Visibility and access for HCPs is complex, compromising online engagement and website utilisation. This MILE position paper highlights the critical need to establish a clear governance model, which empowers pharmaceutical company MI functions to provide unbranded, non-promotional, medicinal product information sources to support HCP online information needs. It is essential to build confidence, transparency and trust by establishing a practical quality framework with principles and standards for online MI services for HCPs. [ABSTRACT FROM AUTHOR]

Academic libraries are experiencing drastic changes due to unprecedented advancements in technology. This advancement has caused changes in users' information-seeking behavior, increased information competitors, and easy access and availability to free information on the internet. It is unfortunate that all this is happening amidst the dwindling financial support libraries receive from their parent organization. These variations, such as the digital shift and remote access, changing user expectations, open access movement, the need for data management and preservation models are causing havoc and disruption to academic libraries; therefore, academic libraries need to justify their position and relevancy. This paper discusses the conundrum academic libraries face and suggests why and how they should adopt entrepreneurial practices.

This paper discusses levels of access in language archives and their implications for assessment. In the absence of well-established criteria, part of the evaluation of language archives is often based on accessibility; roughly, the more "unrestricted" or "open access" content, the better the archive. In this paper, I argue that whilst open access may be indicative of good scientific practices, such criteria cannot be extrapolated to documentary linguistics. I start by explaining the differences between those concepts. Then I discuss the dialectic tension in which language depositors frequently find themselves. On the one hand, archives and grant agencies ask them to archive as much as possible with unrestricted access while also gathering a corpus as "naturalistic" and diverse as possible in terms of content, genres, speakers, and so forth. On the other hand, depositors are expected to behave ethically, which involves restricting access to certain materials. I move on to lesser-discussed cases illustrating how ethical decisions concerning accessibility are strongly bound to the needs and situations of the specific communities at a specific time. I finish by proposing new evaluation criteria, which do not penalise depositors for behaving ethically in situations out of their control, and a summary of the discussion.

The literature on international students predominantly emanates from the Western perspective and offers rich insights into international students' adaptation experiences. While university services improve these experiences, limited studies have investigated the role of pre-support assistance prior to students' arrival. This paper fills that gap from a non-Anglophone perspective, using 31 semi-structured, thematically analysed interviews with postgraduate international students in a Malaysian university. As country-specific research, this paper highlights practices of pre-support services for incoming international students in order to improve their experiences at a Malaysian research university. Pre-assistance provided includes the Student Ambassador Program (SAP), pre-information provided by friends and colleagues, and academics building rapport with students prior to arrival. This has a positive impact on levels of such students' engagement, satisfaction, motivation and sense of belonging to the institution.

In its 40th year, "Language Testing" journal has served as the flagship journal for scholars, researchers, and practitioners in the field of language testing and assessment. This viewpoint piece, written from the perspective of an emerging scholar, discusses two possible future trends based on evidence going back to the very first issue of this journal. First, this paper outlines past efforts to describe and define the construct of second language communication, noting that much work has yet to be done for a more complete description in terms of interactional competence and nonverbal behavior. The second trend highlights the growing movement in applied linguistics toward research transparency through Open Science practices, including replication studies, the sharing of data and materials, and preregistration. This paper outlines work to date in "Language Testing" that encourages open practices and emphasizes the importance of these practices in assessment research.