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Social media has become a part of a college student’s environment, highlighting the importance of investigating the role that social media may play in PA participation and other health behaviors. Purpose: To describe social media use and physical activity (PA) participation in a sample of college students and explore relationships between social media and PA, including health and fitness social media. Methods: College students (age 18-29 years) enrolled at a four-year university completed an online questionnaire regarding self-reported social media use and PA participation. Independent sample t-tests were used to compare PA outcomes between those that follow health and fitness accounts and those who do not. A multiple linear regression model was used to examine associations between social media use and PA. Results: Two hundred and ninety-two students completed the questionnaire (63.72% female, 63.61% white, BMI 24.14±4.25 kg/m2). There was no difference in PA participation between those that do and do not follow health and fitness social media in moderate (p=0.17) or vigorous intensity PA (p=1.0) when controlling for confounding variables. Spending 1-2 hours/day (p=0.02) or 3-4 hours/day (p=0.01) on social media compared to

The methods we use to learn about our user communities are critical to shaping our understanding of their library experiences, expectations, and needs. Professional librarians are overwhelmingly white and middle class, which means that we must be particularly thoughtful in how we learn about, learn from, and engage with user communities that have traditionally been underserved. Specifically, we must ensure that we are mindful of learning about underserved user communities from their perspective(s) rather than applying the perspectives of the majority. In academic librarianship, we have learned about traditionally underserved student populations, such as students of color and first-generation students, through quantitative and basic qualitative interviews. While this research has provided an important foundation for understanding the library experiences and needs of these students, it has not provided information about the arc of their library experiences and how their past experiences may shape their present and future library use.In this presentation, we introduce Seidman’s (2013) phenomenological interviewing and how it was modified and applied to two research studies exploring the experiences of traditionally underserved student populations—first-generation students and Black/African-American students—at two large research universities in the Midwest. Phenomenological interviewing requires the researcher to consider the research participants’ histories and lived experiences as they relate to the phenomenon being explored. Seidman outlines a three interview series, which includes understanding the participants’ historical experiences with the phenomenon being explored, their present experiences with the phenomenon, and, finally, a reflection on the meaning of those experiences. In each of the two studies introduced in this presentation, Seidman’s three-interview series was modified to design a 60-75-minute, semi-structured interview protocol.Finally, we highlight significant findings for each of the two studies and discuss how we believe the use of phenomenological interviewing allowed us to gather, analyze, and interpret rich, complex, and nuanced sets of data that contribute to and transform our professional and scholarly knowledge about these user communities.

Most libraries have fully integrated cadres of student assistants into their daily operations, including helping at points of service. As libraries rely more and more on student assistants, we must maintain exceptional customer service to our users. This requires our student assistants to possess information literacy skills that exceed those of our users. This assessment investigates the information literacy skills of first-year library student assistants when compared to the general first-year student population, and it examines if first-year library student assistants’ information literacy skills increase more than those of their peers during their first semester at college.

This paper presents two alternative methods for moving long baseline (MLBL) navigation of autonomous underwater vehicles (AUVs). In both methods 13-bit messages are broadcasted from transponders on the moving target ship to the AUV. These messages provided both range and state information about the target ship. The first method uses an extended Kalman filter (EKF) based on a relative coordinate system fixed to a moving target ship. The second method uses two EKFs, one to estimate the state of the target ship, and a second to estimate the state of the AUV itself. Both methods performed similarly in simulation. Further simulations utilizing field test data showed the global approach to be more robust to the target ship dynamics and message broadcast timing cycle.