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Ubiquitous nature, versatility, and durability enabled paper to maintain its importance in the digital age. It is not surprising there have been numerous attempts to combine paper with the digital content. One way to do so is to place paper on a horizontal interactive display (e.g. tabletop or tablet). The paper thus becomes "the screen" on which the digital content is viewed, yet it also acts as a barrier that degrades the quality of the perceived image. This research tries to address this problem by proposing and evaluating a novel paper display concept called Dynamic pinhole paper. The concept is based on perforating the paper (to decrease its opacity) and moving digital content beneath the perforated area (to increase the resolution). To evaluate this novel concept, we fabricated the pinhole paper and implemented the software in order to run multiple user studies exploring the concept’s viability, optimal movement trajectory (amount, direction and velocity), and the effect of perforation on printing, writing and reading. The results show that the movement of digital content is a highly effective strategy for improving the resolution of the digital content through perforation where the optimal velocity is independent from trajectory direction (e.g. horizontal or circular) and amount of movement. Results also show the concept is viable on of the shelf hardware and that it is possible to write and print on perforated paper.

Despite the drive to digitise learning, paper still holds a prominent role within educational settings. While computational devices have several advantages over paper (e.g. changing and showing content based on user interaction and needs) their prolonged or incorrect usage can hinder educational achievements. In this paper, we combine the interactivity of computational devices with paper whilst reducing the usage of technology to the minimum. To this end, we developed and evaluated a novel back-print illumination paper display called LightMeUp where different information printed on the back side of the paper becomes visible when paper is placed on an interactive display and back-illuminated with a particular colour. To develop this novel display, we first built a display simulator that enables the simulation of various spectral characteristics of the elements used in the system (i.e. light sources such as tablet computers, paper types and printing inks). By using our simulator, we designed various use-case prototypes that demonstrate the capabilities and feasibility of the proposed system. With our simulator and use-cases presented, educators and educational content designers can easily design multi-stable interactive visuals by using readily available paper, printers and touch displays.

Reading academic papers is a fundamental part of higher education and research, but navigating these information-dense texts can be challenging. In particular, low-vision readers using magnification encounter additional barriers to quickly skimming and visually locating information. In this work, we explored the design of interfaces to enable readers to: 1) navigate papers more easily, and 2) input the required navigation hooks that AI cannot currently automate. To explore this design space, we ran two exploratory studies. The first focused on current practices of low-vision paper readers, the challenges they encounter, and the interfaces they desire. During this study, low-vision participants were interviewed, and tried out four new paper navigation prototypes. Results from this study grounded the design of our end-to-end system prototype Ocean, which provides an accessible front-end for low-vision readers, and enables all readers to contribute to the backend by leaving traces of their reading paths for others to leverage. Our second study used this exploratory interface in a field study with groups of low-vision and sighted readers to probe the user experience of reading and creating traces. Our findings suggest that it may be possible for readers of all abilities to organically leave traces in papers, and that these traces can be used to facilitate navigation tasks, in particular for low-vision readers. Based on our findings, we present design considerations for creating future paper-reading tools that improve access, and organically source the required data from readers.

When seeking information not covered in patient-friendly documents, healthcare consumers may turn to the research literature. Reading medical papers, however, can be a challenging experience. To improve access to medical papers, we explore four features enabled by natural language processing: definitions of unfamiliar terms, in-situ plain language section summaries, a collection of key questions that guides readers to answering passages, and plain language summaries of those passages. We embody these features into a prototype system, Paper Plain . We evaluate Paper Plain , finding that participants who used the prototype system had an easier time reading research papers without a loss in paper comprehension compared to those who used a typical PDF reader. Altogether, the study results suggest that guiding readers to relevant passages and providing plain language summaries alongside the original paper content can make reading medical papers easier and give readers more confidence to approach these papers.

When I started my PhD, I wanted to do something related to systems but I wasn't sure exactly what. I didn't consider data management systems initially, because I was unaware of the richness of the systems work that data management systems were build on. I thought the field was mainly about SQL. Luckily, that view changed quickly.

The articles in this special section are based on selected papers presented at the 2021 ACM/IEEE International Conference on Cyber-Physical Systems (ICCPS 2021), a premier single-track conference that promotes development of fundamental principles that underpin the integration of cyber and physical elements, as well as the development of technologies, tools, architectures, and infrastructure for the design and implementation of CPS. ICCPS 2021 focused on contributions related to smart and connected cities, autonomous CPS, verification and control, security and privacy, and human health and biomedical CPS.

This column was established by Richard Snodgrass in 1998 and was continued by Ken Ross from 1999 to 2005. It celebrated one of the key aspects that makes us grow as a research community: the papers that influence us. At each issue, different members of the data management community wrote anecdotes about a paper that had a unique impact in their career. The anecdotes highlighted that impact can come in many forms. A paper's value is not only in its citation count, but also in the way it influences individuals who in turn influence other individuals that make up our community. Such impact is not countable. When the SIGMOD Record's editor-in-chief Rada Chirkova approached me to revive this column last year, I was immediately excited. I would like to thank Rada Chirkova, Richard Snodgrass, and Ken Ross for this opportunity. I am delighted to present the three invited contributions for this issue. Hope you enjoy reading them as much as I did. While I will keep inviting members of the data management community, and neighboring communities, to contribute to this column, I also welcome unsolicited contributions. Please contact me if you are interested.

Programming has become a core subject in primary and middle school curricula. Yet, conventional solutions for in-class programming activities require each student to have expensive equipment, which creates an opportunity gap for low-income students. Paper programming can provide an affordable, engaging, and collaborative in-class programming experience by allowing groups of students to use inexpensive materials and share smartphones. However, current paper-programming examples are limited in terms of language expressivity and generalizability. Addressing these limitations, we developed a paper-programming flow and its variants in different abstraction levels and input/output styles. The programming environments consist of pre-defined tangible programming cards and a mobile application that runs computer vision models to recognize them. This paper describes our educational and technical development process, presents a qualitative analysis of the early user study results and shares our design considerations to help develop wide-reaching paper programming environments., Scientific and Technological Research Council of Turkey (TÜBİTAK); KUIS AI Center

This issue's contributors are two women who have been extremely influential mentors in my life. I feel privileged that I had the chance to work with them during my time at IBM Almaden. So I asked what influenced them. Enjoy reading!

Most scientific papers are distributed in PDF format, which is by default inaccessible to blind and low vision audiences and people who use assistive reading technology. These access barriers hinder and may even deter members of these groups from pursuing careers or opportunities that necessitate the reading of technical documents. In cases where no accessible versions of papers are made available by publishers or authors, the gold standard for PDF document accessibility is PDF remediation. Remediation is the process by which a PDF is made accessible by fixing accessibility errors, for example, tagging headings, specifying reading order, adding alt text to images, and so on, such that a reader can navigate and engage with the resulting content using assistive reading technology such as screen readers.

We are delighted to call for submissions to ITiCSE 2023, which will be held in Turku, Finland, from 7 July to 12 July 2023. ITiCSE is a computing education conference held annually in Europe, sponsored by ACM SIGCSE and supported by the ACM Europe Council and Informatics Europe. ITiCSE 2023 will be an in-person conference. All details are at the conference website, https://iticse.acm.org/2023/.

We invite you to submit a paper, report, or poster for the 17th Workshop in Primary and Secondary Computing Education organized by the Schwyz University of Teacher Education and to join us in Morschach, Switzerland.