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The out-of-school time (OST) field in the United States has a complex history. The push to offer programming reflects a legacy rooted in moral panics about racially minoritized youth. However, this field is populated by community spaces that act as multipurpose sites of culturally sustaining educational practices supporting positive youth development. We report findings from interviews with OST leaders, youth workers, policy influencers, and youth about how to create, sustain, and protect more liberatory and humanizing practices, demonstrating that racism and deficit-based thinking continue to inform programmatic practices and youth experiences. Furthermore, this study reveals that programs with expansive ideas of youth voice, healing justice, and whole-child approaches to youth development create better opportunities for connection and belonging.

The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students' learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders' perceptions, (4) considering academic disciplines' information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation.

The authors conduct a broad, cross-cultural review of the literature in fields such as psychology, education, speech-language pathology, early intervention, and library science concerned with board games and learning in young children. They include experimenter-developed and commercial board games and children's learning in mathematics, science, and language, as well as social, emotional, and cultural understanding. The authors discuss findings related to teaching and the classroom, speech-language therapy, intervention programs, and home and community settings such as libraries. Pointing to the nascent nature of the research in many areas, they highlight how board games, especially those featuring cooperative play, can foster multidomain learning and offer promising avenues for future research.

BackgroundMeasuring the incidence of HIV and hepatitis C virus (HCV) infection among people who inject drugs (PWID) is key to track progress towards elimination. We aimed to summarise global data on HIV and primary HCV incidence among PWID and associations with age and sex or gender.MethodsIn this systematic review and meta-analysis, we updated an existing database of HIV and HCV incidence studies among PWID by searching MEDLINE, Embase, and PsycINFO, capturing studies published between Jan 1, 2000, and Dec 12, 2022, with no language or study design restrictions. We contacted authors of identified studies for unpublished or updated data. We included studies that estimated incidence by longitudinally re-testing people at risk of infection or by using assays for recent infection. We pooled incidence and relative risk (RR; young [generally defined as ≤25 years] vs older PWID; women vs men) estimates using random-effects meta-analysis and assessed risk of bias with a modified Newcastle-Ottawa scale. This study is registered with PROSPERO, CRD42020220884.FindingsOur updated search identified 9493 publications, of which 211 were eligible for full-text review. An additional 377 full-text records from our existing database and five records identified through cross-referencing were assessed. Including 28 unpublished records, 125 records met the inclusion criteria. We identified 64 estimates of HIV incidence (30 from high-income countries [HICs] and 34 from low-income or middle-income countries [LMICs]) and 66 estimates of HCV incidence (52 from HICs and 14 from LMICs). 41 (64%) of 64 HIV and 42 (64%) of 66 HCV estimates were from single cities rather than being multi-city or nationwide. Estimates were measured over 1987-2021 for HIV and 1992-2021 for HCV. Pooled HIV incidence was 1·7 per 100 person-years (95% CI 1·3-2·3; I2=98·4%) and pooled HCV incidence was 12·1 per 100 person-years (10·0-14·6; I2=97·2%). Young PWID had a greater risk of HIV (RR 1·5, 95% CI 1·2-1·8; I2=66·9%) and HCV (1·5, 1·3-1·8; I2=70·6%) acquisition than older PWID. Women had a greater risk of HIV (RR 1·4, 95% CI 1·1-1·6; I2=55·3%) and HCV (1·2, 1·1-1·3; I2=43·3%) acquisition than men. For both HIV and HCV, the median risk-of-bias score was 6 (IQR 6-7), indicating moderate risk.InterpretationAlthough sparse, available HIV and HCV incidence estimates offer insights into global levels of HIV and HCV transmission among PWID. Intensified efforts are needed to keep track of the HIV and HCV epidemics among PWID and to expand access to age-appropriate and gender-appropriate prevention services that serve young PWID and women who inject drugs.FundingCanadian Institutes of Health Research, Fonds de recherche du Québec-Santé, Canadian Network on Hepatitis C, UK National Institute for Health and Care Research, and WHO.

With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sense-making occurs, and how it may differ across K-12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States. By exposing educators to an LA dashboard, we map their varied reactions to visual data and reveal prevalent sense-making patterns. We find that emotional, analytical, and intentional responses inform educators' sense-making and that different roles at the school afford unique vantage points toward data. Based on these findings, we offer a typology for representing sense-making in a K-12 school context and reflect on how to expand visual LA process models.

Learning environments that support a sense of belonging have been shown to help students fully and meaningfully participate in their learning. Less is known, however, about the social organization of online learning environments that support a sense of belonging, particularly in postsecondary contexts. With an explicit attention to issues of equity, this mixed-methods study examined what makes undergraduate students in the United States of America (N = 4,544) feel included in online learning environments during a global pandemic. Survey responses collected in the fall of 2020 were analyzed through a sociocultural learning theory framework. Rating scale and open-ended responses revealed that students' sense of belonging and inclusion varied by student race and gender and by instructional modality (synchronous vs. asynchronous). Opportunities for discussion, interaction with peers, and feeling that one's racial or ethnic group was represented in the curriculum were among the environmental affordances that supported a sense of belonging.

Since the start of the COVID-19 pandemic, courses in higher education have increasingly been delivered via asynchronous online modalities. Although such modalities may allow instructors and students greater flexibility in how they engage with their courses, they increase the self-regulatory challenges learners experience. Students may feel less capable of regulating their learning in web-based modalities, which may increase procrastination and lower academic performance. Alternatively, students who procrastinate in their asynchronous courses may become convinced that they lack the self-regulatory skills needed to succeed. Little research has examined these relationships. The purpose of this mixed methods study was to examine these self-regulatory processes, the challenges students experience in asynchronous classes, and possible effects on academic performance. Undergraduate students (N = 1,216) attending a public U.S. university responded to closed- and open-ended survey items in Fall 2020. A cross-lagged panel model revealed the interdependency of self-efficacy for self-regulation and academic procrastination, and their relationship with course performance. Findings suggest that students' beliefs in their self-regulatory capabilities and their procrastination behaviors are related to each other and jointly contribute to course performance. Students described time management difficulties as the most challenging aspect of asynchronous online learning. Integration of quantitative and qualitative data revealed several unique challenges experienced by students who had relatively higher or lower self-efficacy and procrastination. Overall, this study suggests implications for the timely support of college students' self-regulation in asynchronous online learning courses during and after COVID-19.

Purpose: The purpose of this paper is to examine how higher education students think about educational technologies they have previously used -- and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context. Design/methodology/approach: The authors conducted two surveys about students' experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories. Findings: Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context. Originality/value: To the best of the authors' knowledge, there are few studies of students' conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology.

BackgroundPeople who inject drugs (PWID) are at increased risk for HIV and hepatitis C virus (HCV) infection and also have high levels of homelessness and unstable housing. We assessed whether homelessness or unstable housing is associated with an increased risk of HIV or HCV acquisition among PWID compared with PWID who are not homeless or are stably housed.MethodsIn this systematic review and meta-analysis, we updated an existing database of HIV and HCV incidence studies published between Jan 1, 2000, and June 13, 2017. Using the same strategy as for this existing database, we searched MEDLINE, Embase, and PsycINFO for studies, including conference abstracts, published between June 13, 2017, and Sept 14, 2020, that estimated HIV or HCV incidence, or both, among community-recruited PWID. We only included studies reporting original results without restrictions to study design or language. We contacted authors of studies that reported HIV or HCV incidence, or both, but did not report on an association with homelessness or unstable housing, to request crude data and, where possible, adjusted effect estimates. We extracted effect estimates and pooled data using random-effects meta-analyses to quantify the associations between recent (current or within the past year) homelessness or unstable housing compared with not recent homelessness or unstable housing, and risk of HIV or HCV acquisition. We assessed risk of bias using the Newcastle-Ottawa Scale and between-study heterogeneity using the I2 statistic and p value for heterogeneity.FindingsWe identified 14 351 references in our database search, of which 392 were subjected to full-text review alongside 277 studies from our existing database. Of these studies, 55 studies met inclusion criteria. We contacted the authors of 227 studies that reported HIV or HCV incidence in PWID but did not report association with the exposure of interest and obtained 48 unpublished estimates from 21 studies. After removal of duplicate data, we included 37 studies with 70 estimates (26 for HIV; 44 for HCV). Studies originated from 16 countries including in North America, Europe, Australia, east Africa, and Asia. Pooling unadjusted estimates, recent homelessness or unstable housing was associated with an increased risk of acquiring HIV (crude relative risk [cRR] 1·55 [95% CI 1·23-1·95; p=0·0002]; I2= 62·7%; n=17) and HCV (1·65 [1·44-1·90; p

High-quality civic learning opportunities remain the exception, rather than the norm, in public schools across the country. The health and future of the American democracy is dependent on all its public schools to foster democratic classrooms and prepare informed citizens--a reality far from realized in this third decade of the 21st century. Through an inductive analysis of in-depth interviews, this article makes visible how educators conceptualize civic teaching and learning in the political moment of the year 2020. Because of the known link between teachers' conceptualizations, instructional visions, and their practice, it is necessary when engaged in any district change effort to first understand how teachers understand the existing phenomenon--in this case, civic teaching and learning. In shedding light on teachers' contemporary conceptualizations of civic teaching and learning, this article contributes to the necessary and timely conversation on how to support civic teaching, even in politically contentious times, so that all students can experience high-quality civic learning on a routine basis.

Background: Pragmatics has generally been defined as the ability to use language in social situations, it is commonly regarded as the third major component of language ability. To date, there is no tool for assessing early pragmatic development of Chinese-speaking children. Aims: To describe the translation of the Language Use Inventory (LUI) from English to Mandarin Chinese and to report findings on the Chinese version's reliability, validity and developmental sensitivity. Methods & Procedures: The original English version of the LUI was translated into Mandarin Chinese. Parents of 177 typically developing (TD) toddlers and preschool children completed the inventory to examine its internal reliability and construct validity and how scores differed across ages and sexes. A total of 31 parents out of the 177 completed the LUI-Mandarin, again within 4 weeks, to assess test-retest reliability. To examine discriminative validity, 43 parents of age- and sex-matched TD children and children with autism spectrum disorder (ASD) recruited from Nanjing Brain Hospital affiliated with Nanjing Medical University completed the LUI-Mandarin. Outcomes & Results: Cronbach's alpha values for the LUI-Mandarin's three parts and for 11 of 12 LUI-Mandarin subscales were 0.707-0.992, with most values in the 0.825-0.992 range. Test-retest reliability ranged from 0.66 to 0.95, indicating good to excellent reliability. Factor analysis of the LUI-Mandarin revealed two different factors, and the total variance explained was 74.38%. The LUI-Mandarin total scores and subscale scores increased with age for both boys and girls, providing evidence of the inventory's developmental sensitivity. Girls, however, had higher total scores than boys at earlier ages (18-23 months). The results of the discriminant validity study revealed that performance was significantly lower in the ASD group than in the TD group with respect to LUI total scores and subscale scores (except for subscale A). Conclusions & Implications: The LUI-Mandarin is the first and only questionnaire available in China that evaluates the pragmatic language skills of children aged between 18 and 47 months. The results of the study show that the LUI-Mandarin is a valid and reliable tool for Chinese toddlers and preschool children.

Purpose: Pragmatics is receiving much attention in both the fields of developmental and clinical psychology; however, there is a dearth of instruments to assess pragmatic abilities specifically among young toddler-age children. The aim of the current study was to test the psychometric properties of the Italian version of the Language Use Inventory (LUI), named the LUI-Italian, a parent report measure assessing pragmatic language development in children 18-47 months of age. Method: Parents of Italian-speaking children who ranged in age between 18 and 47 months completed the LUI-Italian at T1 (N = 389) and 1 week later (N = 53). At T1, children were also administered the First Language Test (Test del Primo Linguaggio [TPL]), a direct measure of pragmatics, vocabulary, and syntax. Results: Cronbach's alpha values were at or above acceptable levels. Factor analysis and test-retest confirmed the strong structure and reliability of the LUI-Italian. Some evidence for concurrent validity was found, as shown by associations between the LUI-Italian and the TPL. Conclusions: The LUI-Italian demonstrated good psychometric properties relating to reliability, thus providing a sound basis for proceeding to a standardization study, and supporting cross-cultural comparison of pragmatic development and further exploration of profiles of pragmatic competence for children displaying language impairments or delay. Future studies need to further test concurrent, divergent, and predictive validity of the LUI-Italian.