Academic literature on the topic 'CD. User training, promotion, activities, education'

Purpose of the Review. Recognition of the spiritual dimension as a vital component of human wellness has led to an increased interest in spirituality education, yet very little progress has been made in identifying possible intervention methods for enhancing spirituality. The purpose of this article is to review current definitions of spiritual health; provide an overview of several successful intervention methods that may enhance spiritual health; and outline potential relationships between spiritual health interventions and behavioral, emotional, and physical health outcomes. Search Method Used. Research and review articles were identified through a CD-ROM computer search of ERIC (1966 to 1994), PSYCHLIT (1974 to 1994), and MEDLINE (1991 to 1994) databases using appropriate key words. Cumulative indexes from Advances (1984 to 1993) were manually searched, and reference lists from identified studies and literature reviews were analyzed. A total of 71 articles were identified and considered. Model interventions were chosen for presentation on the basis of soundness of research design, peer-review publication, clear description of intervention method, and relationship to spiritual health components. Summary of Important Findings. Imagery, meditation, and group support activities may address various components of spiritual health such as meaning and purpose in life; self-awareness; and connectedness with self others, and a larger reality. In turn, positive changes in health behaviors such as communication, diet activity, and treatment compliance were noted, and a variety of beneficial physical and emotional health outcomes such as heart disease, reversal, decreased cancer mortality, reduced anxiety, and improved mood states were reported. Major Conclusions. Health educators are in a position to develop, implement, and evaluate spiritual health interventions within the context of comprehensive programs. There is a need for training in the theoretical and methodologic foundations of interventions like meditation, imagery, and group support and a need for more evaluation research in the impact of such interventions.

Background of the study: Libraries occupy a very strategic position in supporting scientific communication in universities. Purpose: This study aims to analyze the policy of strengthening the role of libraries in supporting scientific communication at IAIN Curup. Method: This type of research is descriptive qualitative. Data collection was carried out by means of interviews and documentation. Findings: The results of this study indicate that there are several policies that have been and will be carried out by the IAIN Curup and the IAIN Curup Library in supporting scientific communication at IAIN Curup, namely 1) regulations and development strategies in the institutional strategic plan; 2) carry out routine user education activities; 3) online research skills training for academicians; 4) providing e-resources; 5) information literacy class program for students and lecturers; and 6) book review activities. The lecturers hope that the means of scientific communication can be improved so that the role of libraries can be maximized in scientific communication activities. The concept that can be offered in order to strengthen the role and function of libraries in the development of scientific communication at IAIN Curup is the revitalization of user education by adding facilities and facilities for user education activities. Then the increase in the promotion of services and facilities at the IAIN Curup Library. Conclusion: The position of libraries in supporting scientific communication in tertiary institutions must be strengthened through policies in favor of libraries.

The article analyzes the positive foreign experience of implementing augmented reality (AR) library projects. It has been found out that the most common uses of augmented reality in libraries today are providing access to information products with augmented reality and their promotion, navigation of library space and resources, promoting user education through the creation of appropriate applications with learning materials and resources and simplification for the user assimilation of information due to the diversity and interactivity of its visual presentation, informing and providing access to cultural heritage sites, organizing tours and exhibitions. Given that the use of AR in libraries not only expands the range of services and resources but also positively affects its reputation as an interactive creative institution, open to users and innovation, AR technology is effective not only in the library service system but also in the marketing activities of the institution, helping to attract new users. Current approaches to the implementation of library projects using augmented reality technology are highlighted. Their assistance in strengthening corporate culture, inter-institutional ties, and civil society is substantiated. It has been proved that the AR applications created as a result of project implementation operate on the principle of integrated information products, which allow the user to access distributed information from one access point via mobile phone, integrating not only information of the virtual space of the Internet environment but also real, physical, space. The advantages of AR implementation in the library have been determined, among which: budget realization, easy integration with available technologies, and promotion of interactivity of library service. The need for professional development of librarians and the organization of training courses on the use of immersive technologies in library activities is emphasized.

This study aims to determine the effect of product quality and promotion on purchasing decisions of retail non-subsidized NPK fertilizers at PT Pupuk Sriwidjaja Palembang in the South Sumatra region. The population in this study is the end-user, namely household food crops agricultural buyers of non-subsidized retail NPK fertilizers, both Pusri and other brands divided based on the harvest area in 2019 in South Sumatera Province many as 100 respondents using two-stage cluster random sampling technique as a sample determination. The multiple linear regression analysis results show that product quality positively and significantly affects purchasing decisions. The promotion has a positive and significant effect on purchasing decisions. Product quality is better to improve quality control of the production process and product quality, evaluate the standard of fertilizer bags used, evaluate the fertilizer distribution process, evaluate the implementation of fertilizer storage at GPP, and conduct socialization and education to kiosk. Promotions, giving direct gifts to farmers, conducting outreach activities, and meeting customers, Pusri officers in the field must be more proactive in visiting kiosk, providing scheduled soft skills training to Pusri officers.

Problem and goal. In the context of digital transformation of education, the importance of digital library formation is justified, taking into account the training areas, research topics and other requests of all target groups of the educational institution. Active use by students and teachers of Internet sources raises the problem of popularization and disclosure of electronic collections, organization of problem-free access to valuable, reliable information from legitimate sources. Implementation of the practice of constant use of verified content by students, teachers, scientists has become the main task of the library. In this regard, the principles and methods used in the scientific library of the university for the collection and dissemination of information, organization of events, implementation of academic standards and new forms of work for the use of information resources in the educational process and research activities are studied. Methodology. As a generalization and systematization of the accumulated practical experience of working with electronic information, the stages of formation of a classical university digital library, methods of statistical analysis to evaluate the use of collections, forms of content promotion and work with target user groups are described. Results. The author analyzes the experience of the project on the formation and promotion of the university digital library, accumulates data on the effectiveness of content use, promotional mechanisms, achieved results for use in the work of libraries in the field of education. Proved the necessity of formation of university digital library using cluster approach - universal, specialized and profile resources, regarding peculiarities of promotion in different target groups of university, importance of analytical work on content use for optimization of subscriptions and elimination of information gaps, obligatory introduction of information culture and activation of digital educational resources use in the context of professional activity of the teacher. Conclusion. Using theoretical and practical data, statistical analysis and various aspects of both Russian and foreign experience of digital transformation of the university libraries in the conditions of information abundance, the stages of modification of the library collections, communication channels, and the results in a particular library were considered and analyzed.

In the circumstances when human life is intensively affected by many harmful environmental factors resulting from large-scale disasters of different origins and types, the issues of population training in emergency preparedness and response as well as public safety culture development in general are of great importance. According to the State Emergency Service of Ukraine, in 2018 168 people were killed and 839 were injured because of emergencies. In comparison with the same last year period, there is a steady death toll increase despite the fact that the total number of emergencies in Ukraine has decreased in contrast to the previous period. In addition, rescuers have considered fire safety and hygiene violations along with low-level control over the epidemic prevention measures implementation as main causes of natural and man-made emergencies in the country during recent years. Such state of affairs may indicate that very often the loss of life during emergency results from the lack of knowledge and failure to comply with the recommendations on life safety, and that the existing system of civil protection training is not able to cover all segments of the population. In addition, the complex technogenic and environmental, and military and political situations significantly increases the risk of dangerous incidents occurrence with casualties. Thus, modernization of knowledge dissemination system on the civil protection and life safety issues among the population are of particular relevance. The problem of mobile technologies for educational purposes is analyzed by the Ukrainian and foreign researchers, namely: V. Bykov, A. Struk, S. Smerikov, D. Kigan, A. Andreeva, etc. At the same time, the analysis of scientific and methodological literature and online sources shows that the problem of the use of mobile training for raising public awareness on civil protection issues has not been considered as a separate research subject before. The purpose of the article is to determine the peculiarities of the mobile technologies used for population emergency preparedness, as well as to present the developed social mobile application “SES Alphabet” and the prospects of its usage for population training. Under the rapid civilizational development of humanity, there will always be the possibility of various natural and manmade threats, and a certain part of the population will suffer from dangerous factors of the external environment. Therefore, the issue of citizen’s safety competence development and the culture of society safety in general will always remain urgent. According to the Ukrainian Constitution, human life and health, its protection against the impact of harmful man-made, natural, environmental and social factors are the highest social values, for which a unified state system of civil protection was created. One of the system’s components is the preparing of the population to behave properly under the conditions of potential emergencies. Taking into account the fact that the main task of public policy in the civil protection field is emergency prevention, preparing people to act under special circumstances is an effective form of prophylaxis, first and foremost, of human casualties caused by disasters. The basics of human behavior in extreme situations are formed because of constant training, which provides an adequate level of preparedness in case of emergency. Therefore, the training of the population on civil protection issues should be standardized and widespread. There is a natural question about effective tools for such training. In our opinion, it is possible to solve this problem by developing a suitable mobile application. Using of mobile devices for outreach activities on civil protection issues with the civilians and promotion of a safety culture in society have wide prospects because it addresses the major problem of accessibility and rapid provision of the adapted, easy-to-read educational information material. Mobile learning offers great opportunities for self-education of the population because the application allows you to remotely study in the field of life safety regardless of place and time. The high concentration and multimedia of the training material make it possible to focus on the main points, while the user-friendly interface allows you to navigate the vast array of civil protection information material very quickly. Considering the opportunities and advantages, mobile education, in our opinion, in the long run can be the most effective outreach activity for the population on socially significant issues, in particular informing citizens about emergency response. The use of mobile devices will create the conditions for accessible, inclusive and continuous education of the population on civil protection issues. International experience in the mobile applications in civil protection systems used to inform the public about emergency demonstrates the effectiveness of the mobile technologies in achieving the key tasks in the field of civil protection, namely the protection of life and health of citizens. The mobile application will provide useful and easy-to-read information about emergency procedures, which will help to avoid loss of human lives among the affected population.

O cuidado farmacêutico é uma prática profissional, centrada no usuário, que visa à promoção e recuperação da saúde por meio da abordagem farmacoterapêutica. O objetivo desse estudo foi relatar ações extensionistas realizadas em instituições de ação social, na forma de cuidados farmacêuticos prestados por estudantes e professores do curso de Farmácia da Universidade Estadual do Centro-Oeste do Paraná. Um total de 36 estudantes e cinco professores realizaram, entre abril e junho de 2019, consultas farmacêuticas com 57 pessoas assistidas por duas instituições sociais situadas na região urbana do município de Guarapuava/PR. Foi realizado rastreamento de saúde com testes de glicemia capilar e aferição da pressão arterial. A associação entre comorbidades, faixa etária e o consumo de medicamentos foi analisada pelo teste de Pearson. Os estudantes concederam depoimentos através de entrevista aberta, os quais foram interpretados por análise de discurso temática. Do total de 57 consultas farmacêuticas, 47 (82,5%) pessoas receberam aconselhamento, 45 (78,9%) passaram por intervenções, incluindo mudanças no horário de administração dos medicamentos e orientações sobre possíveis interações com alimentos, e 23 (40,3%) receberam encaminhamento médico. Os depoimentos dos estudantes foram categorizados semanticamente em relação à teoria versus prática, formação profissional e vínculo com o paciente. Assim, foi possível reconhecer a saúde como condição resultante do contexto social, suscitando o elo entre promoção da saúde e as condições de vida. O processo de aprendizagem requer do estudante observações próprias da realidade, com atitudes reflexivas que decorrem da inserção de atividades de extensão e pesquisa como metodologia de ensino. Palavras-chave: Cuidados de Saúde; Assistência Farmacêutica; Uso Racional de Medicamentos; Educação em Saúde Pharmaceutical care in social institutions: extension as a strategy for learning and health promotion Abstract: Pharmaceutical care is a professional, user-centered practice that aims to promote and recover health using the pharmacotherapeutic approach. This study aimed to report extensionist actions in social care institutions, as pharmaceutical care provided by students and professors of the Pharmacy course at the Universidade Estadual do Centro-Oeste do Paraná (Paraná State, Brazil). A total of 36 students and five professors conducted pharmaceutical consultations from April to June 2019 with 57 people assisted by two social care institutions located in the urban region of the city of Guarapuava/PR. Health screening was performed with capillary blood glucose tests and blood pressure measurements. The association between comorbidities, age groups, and drug consumption was analyzed by Pearson's test. The students gave testimonies through the open interviews, and the speeches were interpreted by thematic speech analysis. Out of a total of 57 consultations, 47 (82.5%) people received pharmaceutical counseling, 45 (78.9%) went through pharmaceutical interventions, including changes in medication administration schedule and guidance on possible food interactions, and 23 (40.3%) received a medical referral. The students' testimonies were categorized semantically concerning theory versus practice, professional training, and bond with the patient. Thus, it was possible to recognize health as a condition resulting from the social context, raising the link between health promotion and living conditions. The learning process requires students' observations of reality, with reflective attitudes that result from the insertion of extension and research activities as teaching methodologies. Keywords: Health Care; Pharmaceutical Services; Rational Drug Utilization; Health Education

SYSTEM ERROR: Where Big Tech Went Wrong and How We Can Reboot by Rob Reich, Mehran Sahami, and Jeremy M. Weinstein. New York: HarperCollins Publishers, 2021. 352 pages. Hardcover; $27.99. ISBN: 9780063064881. *Remember when digital technology and the internet were our favorite things? When free Facebook accounts connected us with our friends, and the internet facilitated democracy movements overseas, including the Arab Spring? So do the authors of this comprehensive book. "We shifted from a wide-eyed optimism about technology's liberating potential to a dystopian obsession with biased algorithms, surveillance capitalism, and job-displacing robots" (p. 237). *This transition has not escaped the notice of the students and faculty of Stanford University, the elite institution most associated with the rise (and sustainment) of Silicon Valley. The three authors of this book teach a popular course at Stanford on the ethics and politics of technological change, and this book effectively brings their work to the public. Rob Reich is a philosopher who is associated with Stanford's Institute for Human-Centered Artificial Intelligence as well as their Center for Ethics in Society. Mehran Sahami is a computer science professor who was with Google during the startup years. Jeremy Weinstein is a political science professor with experience in government during the Obama administration. *The book is breathtakingly broad, explaining the main technical and business issues concisely but not oversimplifying, and providing the history and philosophy for context. It accomplishes all this in 264 pages, but also provides thirty-six pages of notes and references for those who want to dive deeper into some topics. The most important section is doubtless the last chapter dealing with solutions, which may be politically controversial but are well supported by the remainder of the book. *Modern computer processors have enormous computational power, and a good way to take advantage of that is to do optimization, the subject of the first chapter. Engineers love optimization, but not everything should be done as quickly and cheaply as possible! Optimization requires the choice of some quantifiable metric, but often available metrics do not exactly represent the true goal of an organization. In this case, optimizers will choose a proxy metric which they feel logically or intuitively should be correlated with their goal. The authors describe the problems which result when the wrong proxy is selected, and then excessive optimization drives that measure to the exclusion of other possibly more important factors. For example, social media companies that try to increase user numbers to the exclusion of other factors may experience serious side effects, such as the promotion of toxic content. *After that discussion on the pros and cons of optimization, the book dives into the effects of optimizing money. Venture capitalists (VCs) have been around for years, but recent tech booms have swelled their numbers. The methodology of Objectives and Key Results (OKR), originally developed by Andy Grove of Intel, became popular among the VCs of Silicon Valley, whose client firms, including Google, Twitter, and Uber, adopted it. OKR enabled most of the employees to be evaluated against some metric which management believed captured the essence of their job, so naturally the employees worked hard to optimize this quantity. Again, such a narrow view of the job has led to significant unexpected and sometimes unwanted side effects. *The big tech companies are threatened by legislation designed to mitigate some of the harm they have created. They have hired a great many lobbyists, and even overtly entered the political process where possible. In California, when Assembly Bill 5 reclassified many independent contractors as employees, the affected tech companies struck back with Proposition 22 to overturn the law. An avalanche of very expensive promotion of Proposition 22 resulted in its passage by a large margin. *It is well known that very few politicians have a technical background, and the authors speculate that this probably contributes to the libertarian leaning prominent in the tech industry. The authors go back in history to show how regulation has lagged behind technology and industrial practice. An interesting chapter addresses the philosophical question of whether democracy is up to the task of governing, or whether government by experts, or Plato's "philosopher kings" would be better. *Part II of the book is the longest, addressing the fairness of algorithms, privacy, automation and human job replacement, and free speech. The authors point out some epic algorithm failures, such as Amazon being unable to automate resumé screening to find the best candidates, and Google identifying Black users as gorillas. The big advances in deep learning neural nets result from clever algorithms plus the availability of very large databases, but if you've got a database showing that you've historically hired 95% white men for a position, training an algorithm with that database is hardly going to move you into a future with greater diversity. Even more concerning are proprietary black-box algorithms used in the legal system, such as for probation recommendations. Why not just let humans have the last word, and be advised by the algorithms? The authors remind us that one of the selling points of algorithmic decision making is to remove human bias; returning the humans to power returns that bias as well. *Defining fairness is yet another ethical and philosophical question. The authors give a good overview of privacy, which is protected by law in the European Union by the General Data Protection Regulation. Although there is no such federal law in America, California has passed a similar regulation called the California Consumer Privacy Act. At this point, it's too soon to evaluate the effect of such regulations. *The automation chapter is entitled "Can humans flourish in a world of smart machines?" and it covers many philosophical and ethical issues after providing a valuable summary of the current state of AI. Although machines are able to defeat humans in games like chess, go, and even Jeopardy, more useful abilities such as self-driving cars are not yet to that level. The utopian predictions of AGI (artificial general intelligence, or strong AI), in which the machine can set its own goals in a reasonable facsimile of a human, seem quite far off. But the current state of AI (weak AI) is able to perform many tasks usefully, and automation is already displacing some human labor. The authors discuss the economics, ethics, and psychology of automation, as human flourishing involves more than financial stability. The self-esteem associated with gainful employment is not a trivial thing. The chapter raises many more important issues than can be mentioned here. *The chapter on free speech also casts a wide net. Free speech as we experience it on the internet is vastly different from the free speech of yore, standing on a soap box in the public square. The sheer volume of speech today is incredible, and the power of the social media giants to edit it or ban individuals is also great. Disinformation, misinformation, and harassment are rampant, and polarization is increasing. *Direct incitement of violence, child pornography, and video of terrorist attacks are taken down as soon as the internet publishers are able, but hate speech is more difficult to define and detect. Can AI help? As with most things, AI can detect the easier cases, but it is not effective with the more difficult ones. From a regulatory standpoint, section 230 of the Communications Decency Act of 1996 (CDA 230) immunizes the platforms from legal liability due to the actions of users. Repealing or repairing CDA 230 may be difficult, but the authors make a good case that "it is realistic to think that we can pursue some commonsense reforms" (p. 225). *The final part of the book is relatively short, but addresses the very important question: "Can Democracies Rise to the Challenge?" The authors draw on the history of medicine in the US as an example of government regulation that might be used to reign in the tech giants. Digital technology does not have as long a history as medicine, so few efforts have been made to regulate it. The authors mention the Association for Computing Machinery (ACM) Software Engineering Code of Ethics, but point out that there are no real penalties for violation besides presumably being expelled from the ACM. Efforts to license software engineers have not borne fruit to date. *The authors argue that the path forward requires progress on several fronts. First, discussion of values must take place at the early stages of development of any new technology. Second, professional societies should renew their efforts to increase the professionalism of software engineering, including strengthened codes of ethics. Finally, computer science education should be overhauled to incorporate this material into the training of technologists and aspiring entrepreneurs. *The authors conclude with the recent history of attempts to regulate technology, and the associated political failures, such as the defunding of the congressional Office of Technology Assessment. It will never be easy to regulate powerful political contributors who hold out the prospect of jobs to politicians, but the authors make a persuasive case that it is necessary. China employs a very different authoritarian model of technical governance, which challenges us to show that democracy works better. *This volume is an excellent reference on the very active debate on the activities of the tech giants and their appropriate regulation. It describes many of the most relevant events of the recent past and provides good arguments for some proposed solutions. We need to be thinking and talking about these issues, and this book is a great conversation starter. *Reviewed by Tim Wallace, a retired member of the technical staff at the MIT Lincoln Laboratory, Lexington, MA 02421.

This usage of online databases and eBooks in three international secondary schools in Hong Kong is investigated from the student perspective. Major issues relating to e-Resources surfaced include: student preferences for eResources, WWW or print materials; volume of use, and reasons for use; students’ perceived retrieval ability; and ease of use of e-Resources. The implications of library policies and information literacy training are explored. The results raise issues that can assist school librarians to make informed decisions about e-Resource acquisitions and related library activities, such as the need for user education and promotion of e-Resources.

Introduction In an era of upheaval and uncertainty for higher education institutions around the world, scholars, like those in many in other professions, are increasingly using social media to build communities around mutual support and professional development. These communities appear to offer opportunities for participants to exert more positive influence over the types of interactions they engage in with colleagues, in many cases being valued as more altruistic, transformational, or supportive than established academic structures (Gibson, and Gibbs; Mewburn, and Thomson; Maitzen). What has been described as ‘digital scholarship’ applies social media to “different facets of scholarly activity in a helpful and productive way” (Carrigan 5), with online scholarly communities being likened to evolutions of face-to-face practices including peer mentoring (Ferguson, and Wheat) or a “virtual staffroom” (Mewburn, and Thomson). To a large extent, these accounts of scholarly practice adapted for digital media have resonance. From writing groups (O’Dwyer, McDonough, Jefferson, Goff, and Redman-MacLaren) to conference attendance (Spilker, Silva, and Morgado) and funding (Osimo, Priego, and Vuorikari), the transformational possibilities of social media have been applied to almost every facet of existing academic practices. These practices have increasingly attracted scrutiny from higher education institutions, with social media profiles of staff both a potential asset and risk to institutions’ brands. Around the world, institutions use social media for marketing, student recruitment, student support and alumni communication (Palmer). As such, social media policies have emerged in recent years in attempts to ensure staff engage in ways that align with the interests of their employers (Solberg; Carrigan). However, engagement via social media is also still largely considered “supplementary to ‘real’ scholarly work” (Mussell 347).Paralleling this trend, guides to effectively managing an online profile as a component of professional reputation have also become increasingly common (e.g. Carrigan). While public relations and management literatures have approached reputation management in terms of how an organisation is regarded by its multiple stakeholders (Fombrun) this is increasingly being applied to individuals on social media. According to Gandini a “reputation economy” (22) has come to function for knowledge workers who seek to cultivate a reputation as a good community member through sociality in order to secure more (or better) work.The popularity of professional social media communities and scrutiny of participants raises questions about the work involved in building and participating in them. This article explores these questions through analysis of tweets from the first year of #ECRchat, a Twitter group for early career researchers (ECRs). The group was established in 2012 to provide an opportunity for ECRs (typically within five years of PhD completion) to discuss career-related issues. Since it was founded, the group has been administered through partnerships between early career scholars using a Twitter account (@ECRchat) and a blog. Tweets, the posts of 140 characters or fewer, which appear on a user’s profile and in followers’ feeds (Twitter) are organised into a ‘chat’ by participants through the use of the hashtag ‘#ECRchat’. Participants vote on chat topics and take on the role of hosting on a volunteer basis. The explicit career focus of this group provides an ideal case study to explore how work is represented in an online professionally-focused community, in order to reflect on what this might mean for the norms of knowledge work.Digital Labour The impact of Internet Communication Technologies (ICT), including social media, on the lives of workers has long been a source of both concern and hope. Mobile devices, wireless Internet and associated communications software enable increasing numbers of people to take work home. This flexibility has been welcomed as the means by which workers might more successfully access jobs and manage competing commitments (Raja, Imaizumi, Kelly, Narimatsu, and Paradi-Guilford). However, hours worked from home are often unpaid and carry with them a strong likelihood of interfering with rest, recreation and family time (Pocock and Skinner). Melissa Gregg describes this as “presence bleed” (2): the dilutions of focus from everyday activities as workers increasingly use electronic devices to ‘check in’ during non-work time. Moving beyond the limitations of this work-life balance approach, which tends to over-state divisions between employment and other everyday life practices, a growing literature seeks to address work in online environments by analysing the types of labour being practiced, rather than seeing such practices as adjunct to physical workplaces. Responding to claims that digital communication heralds a new age of greater freedom, creativity and democratic participation, this work draws attention to the reliance of such networks on unpaid labour (e.g. Hearn; Hesmondhalgh) with ratings, reviews and relationship maintenance serving business’ economic ends alongside the individual interests which motivate participants. The immaterial, affective, and often precarious labour that has been observed is “simultaneously voluntarily given and unwaged, enjoyed and exploited” (Terranova). This work builds particularly on feminist analysis of work (see McRobbie for a discussion of this), with behind the scenes moderator, convenor, and community builder roles largely female and largely unrecognised, be they activist (Gleeson), creative (Duffy) or consumer (Arcy) groups. For some, this suggests the emergence of a new ‘women’s work’ of affective immaterial labour which goes into building transformational communities (Jarrett). Yet, digital labour has not yet been foregrounded within research into higher education, where it is largely practiced in the messy intersections of employment, unpaid professional development, and leisure. Joyce Goggin argues that convergence of these spheres is a feature of digital labour. Consequently, this article seeks to add a consideration of digital labour, specifically the cultural politics of work that emerge in these spaces, to the literature on digital practices as a translation of existing academic responsibilities online. In the context of widespread concerns over academic workload and job market (Bentley, Coates, Dobson, Goedegebuure, and Meek) and the growing international engagement and impact agenda (Priem, Piwowar, and Hemminger), it raises questions about the implications of these practices. Researching Twitter Communities This article analyses tweets from the publicly available Twitter timeline, containing the hashtag #ECRchat, during scheduled chats, from 1 July 2012 to 31 July 2013 (the first year of operation). Initially, all tweets in this time period were analysed in anonymised form to determine the most commonly mentioned topics during chats. This content analysis removed the most common English language words, such as: the; it; I; and RT (which stands for retweet), which would otherwise appear as top results in almost any content analysis regardless of the community of interest. This was followed by qualitative analysis of tweets, to explore in more depth how important issues were articulated and rationalised within the group. This draws on Catherine Driscoll’s and Melissa Gregg’s idea of “sympathetic online cultural studies” which seeks to explore online communities first and foremost as communities rather than as exemplars of online communications (15-20). Here, a narrative approach was undertaken to analyse how participants curated, made sense of, and explained their own career stories (drawing on Pamphilon). Although I do not claim that participants are representative of all ECRs, or that the ideas given the most attention during chats are representative of the experiences of all participants, representations of work articulated here are suggestive of the kinds of public utterances that were considered reasonable within this open online space. Participants are identified according to the twitter handle and user name they had chosen to use for the chats being analysed. This is because the practical infeasibility of guaranteeing online anonymity (readers need only to Google the text of any tweet to associate it with a particular user, in most cases) and the importance of actively involving participants as agents in the research process, in part by identifying them as authors of their own stories, rather than informants (e.g. Butz; Evans; Svalastog and Eriksson).Representations of Work in #ECRchat The co-creation of the #ECRchat community through participant hosts and community votes on chat topics gave rise to a discussion group that was heavily focused on ‘the work’ of academia, including its importance in the lives of participants, relative appeal over other options, and negative effects on leisure time. I was clear that participants regarded participation as serving their professional interests, despite participation not being paid or formally recognised by employers. With the exception of two discussions focused on making decisions about the future of the group, #ECRchat discussions during the year of analysis focused on topics designed to help participants succeed at work such as “career progression and planning”, “different routes to postdoc funding”, and “collaboration”. At a micro-level, ‘work’ (and related terms) was the most frequently used term in #ECRchat, with its total number of uses (1372) almost double that of research (700), the next most used term. Comments during the chats reiterated this emphasis: “It’s all about the work. Be decent to people and jump through the hoops you need to, but always keep your eyes on the work” (Magennis).The depth of participants’ commitment comes through strongly in discussions comparing academic work with other options: “pretty much everyone I know with ‘real jobs’ hates their work. I feel truly lucky to say that I love mine #ECRchat” (McGettigan). This was seen in particular in the discussion about ‘careers outside academia’. Hashtags such as #altac (referring to alternative-academic careers such as university research support or learning and teaching administration roles) and #postac (referring to PhD holders working outside of universities in research or non-research roles) used both alongside the #ECRchat hashtag and separately, provide an ongoing site of these kinds of representations. While participants in #ECRchat sought to shift this perception and were critically aware that it could lead to undesirable outcomes: “PhDs and ECRs in Humanities don’t seem to consider working outside of academia – that limits their engagement with training #ECRchat” (Faculty of Humanities at the University of Manchester), such discussions frequently describe alternative academic careers as a ‘backup plan’, should academic employment not be found. Additionally, many participants suggested that their working hours were excessive, extending the professional into personal spaces and times in ways that they did not see as positive. This was often described as the only way to achieve success: “I hate to say it, but one of the best ways to improve track record is to work 70+ hours a week, every week. Forever. #ecrchat” (Dunn). One of the key examples of this dynamic was the scheduling of the chat itself. When founded in 2012, #ECRchat ran in the Australian evening and UK morning, eliding the personal/work distinction for both its coordinators and participants. While considerable discussion was concerned with scheduling the chat during times when a large number of international participants could attend, this discussion centred on waking rather than working hours. The use of scheduled tweets and shared work between convenors in different time zones (Australia and the United Kingdom) maintained an around the clock online presence, extending well beyond the ordinary working hours of any individual participant.Personal Disclosure The norms that were articulated in #ECRchat are perhaps not surprising for a group of participants seeking to establish themselves in a profession where a long-hours culture and work-life interference are common (Bentley, Coates, Dobson, Goedegebuure, and Meek). However, what is notable is that participation frequently involved the extension of the personal into the professional and in support of professional aims. In the chat’s first year, an element of personal disclosure and support for others became key to acting as a good community member. Beyond the well-established norms of white collar workers demonstrating professionalism by deploying “courtesy, helpfulness, and kindness” (Mills xvii), this community building relied on personal disclosure which to some extent collapsed personal and professional boundaries.By disclosing individual struggles, anxieties, and past experiences participants contributed to a culture of support. This largely functioned through discussions of work stress rather than leisure: “I definitely don’t have [work-life balance]. I think it’s because I don’t have a routine so work and home constantly blend into one another” (Feely). Arising from these discussions, ideas to help participants better navigate and build academic careers was one of the main ways this community support and concern was practiced: “I think I’m often more productive and less anxious if I'm working on a couple of things in parallel, too #ecrchat” (Brian).Activities such as preparing meals, caring for family, and leisure activities, became part of the discussion. “@snarkyphd Sorry, late, had to deal with toddler. Also new; currently doing casual teaching/industry work & applying for postdocs #ecrchat” (Ronald). Exclusively professional profiles were considered less engaging than the combination of personal and professional that most participants adopted: “@jeanmadams I’ve answered a few queries on ResearchGate, but agree lack of non-work opinions / personality makes them dull #ecrchat” (Tennant). However, this is not to suggest that these networks become indistinguishable from more informal, personal, or leisurely uses of social media: “@networkedres My ‘professional’ online identity is slightly more guarded than my ‘facebook’ id which is for friends and family #ECRchat” (Wheat). Instead, disclosure of certain kinds of work struggles came to function as a positive contribution to a more reflexive professionalism. In the context of work-focused discussion, #ECRchat opens important spaces for scholars to question norms they considered damaging or at least make these tacit norms explicit and receive support to manage them. Affective Labour The professional goals and focus of #ECRchat, combined with the personal support and disclosure that forms the basis for the supportive elements in this group is arguably one of its strongest and most important elements. Mark Carrigan suggests that the practices of revealing something of the struggles we experience could form the basis for a new collegiality, where common experiences which had previously not been discussed publicly are for the first time recognised as systemic, not individual challenges. However, there is work required to provide context and support for these emotional experiences which is largely invisible here, as has typically been the case in other communities. Such ‘affective labour’ “involves the production and manipulation of affect and requires (virtual or actual) human contact, labour in the bodily mode … the labour is immaterial, even if it is corporeal and affective, in the sense that its products are intangible, a feeling of ease, well-being, satisfaction, excitement or passion” (Hardt, and Negri 292). In #ECRchat, this ranges from managing the schedule and organising discussions – which involves following up offers to help, assisting people to understand the task, and then ensuring things go ahead as planned –to support offered by members of the group within discussions. This occurs in the overlaps between personal and professional representations, taking a variety of forms from everyday reassurance, affirmation, and patience: “Sorry to hear - hang in there. Hope you have a good support network. #ECRchat” (Galea) to empathy often articulated alongside the disclosure discussed earlier: “The feeling of guilt over not working sounds VERY familiar! #ecrchat” (Vredeveldt).The point here is not to suggest that this work is not sufficiently valued by participants, or that it does not parallel the kinds of work undertaken in more formal job roles, including in academia, where management, conference convening or participation in professional societies, and teaching, as just a few examples, involve degrees of affective labour. However, as a consequence of the (semi)public nature of these groups, the interactions observed here appear to represent a new inflection of professional reputation work, where, in building online professional communities, individuals peg their professional reputations to these forms of affective labour. Importantly, given the explicitly professional nature of the group, these efforts are not counted as part of the formal workload of those involved, be they employed (temporarily or more securely) inside or outside universities, or not in the paid workforce. Conclusion A growing body of literature demonstrates that online academic communities can provide opportunities for collegiality, professional development, and support: particularly among emerging scholars. These accounts demonstrate the value of digital scholarly practices across a range of academic work. However, this article’s discussion of the work undertaken to build and maintain #ECRchat in its first year suggests that these practices at the messy intersections of employment, unpaid professional development, and leisure constitute a new inflection of professional reputation and service work. This work involves publicly building a reputation as a good community member through a combination of personal disclosure and affective labour.In the context of growing emphasis on the economic, social, and other impacts of academic research and concerns over work intensification, this raises questions about possible scope for, and impact of, formal recognition of digital academic labour. While institutions’ work planning and promotion processes may provide opportunities to recognise work developing professional societies or conferences as a leadership or service to a discipline, this new digital service work remains outside the purview of such recognition and reward systems. Further research into the relationships between academic reputation and digital labour will be needed to explore the implications of this for institutions and academics alike. AcknowledgementsI would like to gratefully acknowledge the contributions and support of everyone who participated in developing and sustaining #ECRchat. Both online and offline, this paper and the community itself would not have been possible without many generous contributions of time, understanding and thoughtful discussion. In particular, I would like to thank Katherine L. Wheat, co-founder and convenor, as well as Beth Montague-Hellen, Ellie Mackin, and Motje Wolf, who have taken on convening the group in the years since my involvement. ReferencesArcy, Jacquelyn. “Emotion Work: Considering Gender in Digital Labor.” Feminist Media Studies 16.2 (2016): 365-68.Bentley, Peter, Hamish Coates, Ian Dobson, Leo Goedegebuure, and Lynn Meek. Job Satisfaction around the Academic World. Dordrecht: Springer, 2013. Brian, Deborah (@deborahbrian). “I think I’m often more productive and less anxious if I’m working on a couple of things in parallel, too #ecrchat” (11 April 2013, 10:25). 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This text describes the development and validation of an information literacy assessment scale specific to education. Information literacy has been recognized by a number of professional organizations and accrediting bodies as an essential skill for success in the 21st century, and consequently has become a key learning outcome of a number of education programs. Teacher candidates are expected to teach and model information literacy skills to their students, yet rarely is it suggested that they are adequately prepared to do so. The scale described herein was developed to measure information literacy skills in the field of education in an effort to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews. Test content is based on standards from the International Society for Technology in Education (ISTE) and the Association of College and Research Libraries (ACRL). The work has been recognized for its technical merit in describing validation procedures and for revisiting the discussion of traditional versus modern approaches to validating cognitive instruments.

How to realize a Web tutorial for student of Corso di Laurea in Ingegneria dell’Ambiente e delle Risorse of Florence University: "Introduction to the Internet, research's strategy and resources's valutation". With a final test.

The amount and availability of information has increased considerably. As a result, there is a growing need for skills, not only in accessing information, but also in critically assessing its validity and quality. Consequently, user education has changed significantly and teaching information literacy has become a key component of academic libraries all around the world. The purpose of this thesis is to examine the current practice of training activities at Austrian university libraries. The focus is on the region of Vienna as it is rich in higher education institutions. First, a review of literature is undertaken in order to describe the concept of information literacy. Hence important surveys, standards and models are analysed. Subsequently, an empirical study is carried out to investigate whether Austrian university libraries have as-sumed the responsibility of trying to help students to gain skills in information literacy. Therefore, qualitative interviews are conducted with librarians who are responsible for teaching information literacy at university libraries in Vienna. The interviews aim at obtain-ing qualitative data concerning content, design and organisation of training programmes. The findings suggest that the current practice of teaching information literacy at university libraries in Vienna is heterogeneous. Various training activities could be identified, which are depended on academic discipline as well as personnel and financial resources. Further-more, the interviews indicate that there is a growing willingness to integrate user education into the academic curriculum. Moreover, an increasing tendency towards implementing e-learning tools to improve students' information literacy skills is recognisable.

The aim of this study is to analyze, describe and evaluate how Information Literacy (IL) is being implemented in Spanish and Brazilian public university libraries and how IL can be incorporated into the student’s training while they are studying at the university. To accomplish this, a set of guidelines and recommendations have been proposed, which support the implementation of information competencies in the teaching-learning process. This work is based on an articulated theoretical framework and with a field research at 33 university libraries from public universities in Brazil and 28 public university libraries in Spain. The analysis of the empirical data was made using a quantitative and qualitative approach. Although different authors coincide that the integration of IL in the university student’s training life must be accomplished via the curriculum, the findings suggest that universities and their libraries find it difficult to integrate IL in a generalized and systematic manner into the study plan; moreover, they even find it difficult to integrate it gradually into the different levels. From this study we can conclude that between Spanish universities there is an strong trend to include IL in the student’s curriculum in most universities. In some of them IL even is included as institutional and transversal initiative. However, in Brazilian universities this kind of training is still in an introductory phase and represents a great challenge for most of them. Regarding integration strategies, universities are using different approaches that include IL courses out of the curriculum, sessions inside not IL courses, and specific IL courses as part of the curriculum. Courses and sessions can be taught individually as well as in groups and distributed at different moments during the student’s time at the university. The main institutional factors or requirements that have an effect on the stable, progressive and extended integration are: the acknowledgement of information competences in national and institutional educational policies, institutional support, the defining of institutional IL policies and the defining of collaboration and coordination mechanisms. Among the main educational factors, the following are noteworthy: the explicit acknowledgement of IL in educational study plans and guides, the planning of classes and the educational co-responsibility between librarians and professors, as well as the diagnostic, formative and summative evaluation. As barriers to integration we found out: the lack of understanding of the concept, the lack of institutional support, lack of personnel, very little collaboration between teachers and librarians and the lack of clarity regarding who is responsible for IL training. We conclude that in order to provide an equal opportunity for university students regarding information competences training, and guarantee and sustain the IL program in the long term, from an institutional perspective we must integrate it in the curriculum, in a transversal and mandatory manner, and design it to be taught gradually through the collaboration and co-responsibility between librarians and professors.

The aim of this study is to analyze, describe and evaluate how Information Literacy (IL) is being implemented in Spanish and Brazilian public university libraries and how IL can be incorporated into the student’s training while they are studying at the university. To accomplish this, a set of guidelines and recommendations have been proposed, which support the implementation of information competencies in the teaching-learning process. This work is based on an articulated theoretical framework and with a field research at 33 university libraries from public universities in Brazil and 28 public university libraries in Spain. The analysis of the empirical data was made using a quantitative and qualitative approach. Although different authors coincide that the integration of IL in the university student’s training life must be accomplished via the curriculum, the findings suggest that universities and their libraries find it difficult to integrate IL in a generalized and systematic manner into the study plan; moreover, they even find it difficult to integrate it gradually into the different levels. From this study we can conclude that between Spanish universities there is an strong trend to include IL in the student’s curriculum in most universities. In some of them IL even is included as institutional and transversal initiative. However, in Brazilian universities this kind of training is still in an introductory phase and represents a great challenge for most of them. Regarding integration strategies, universities are using different approaches that include IL courses out of the curriculum, sessions inside not IL courses, and specific IL courses as part of the curriculum. Courses and sessions can be taught individually as well as in groups and distributed at different moments during the student’s time at the university. The main institutional factors or requirements that have an effect on the stable, progressive and extended integration are: the acknowledgement of information competences in national and institutional educational policies, institutional support, the defining of institutional IL policies and the defining of collaboration and coordination mechanisms. Among the main educational factors, the following are noteworthy: the explicit acknowledgement of IL in educational study plans and guides, the planning of classes and the educational co-responsibility between librarians and professors, as well as the diagnostic, formative and summative evaluation. As barriers to integration we found out: the lack of understanding of the concept, the lack of institutional support, lack of personnel, very little collaboration between teachers and librarians and the lack of clarity regarding who is responsible for IL training. We conclude that in order to provide an equal opportunity for university students regarding information competences training, and guarantee and sustain the IL program in the long term, from an institutional perspective we must integrate it in the curriculum, in a transversal and mandatory manner, and design it to be taught gradually through the collaboration and co-responsibility between librarians and professors.

As the increase in the quantity and the quality of the information makes the lifelong learning compulsory for all the members of the society, lifelong learning requires improvement of some skills like information literacy skills. Equipping individuals with the information literacy skills, such as defining the information needs, searching, finding, using and communicating information, during their formal education requires that the teachers should posses these skills. Therefore, it is getting important for teacher candidates to graduate from the Faculty equipped with information literacy skills. The findings of this research carried out on the senior students attending Sakarya University Faculty of Education show that library facilities they owe as well as the education they get don’t let their information literacy skills to improve. Findings also prove that they are willing to attend information literacy training programs.

This work offers a proposal for the design and implementation of a course on information literacy for all students enrolled in the 1st course of all degrees of Universidad Pablo de Olavide, (Spain). The teaching model for this course is the e-learning. First, summarizes the presence and importance of information literacy on the agenda of major organizations, both international and national, in the field of culture and education becomes, with special emphasis on organizations of the libraries environment from the published professional and scientific literature. Standards, definitions, frameworks, initiatives and information literacy models are listed. The immediate context is analyzed, university education within the EHEA, the University itself under study and implementation of information competencies in various degree courses, in general, and the level chosen to perform action. The need to perform an action of this nature is evident. It scrutinizes the role of the Library and the Training Service Users in this regard in recent years. After this analysis of situation, a course proposal, including methodology, materials, tools, evaluation and schedule is designed. A plan for the implementation of the course is also included, taking into account the constraints linked to the culture of the university, human resources and materials available, opportunity analysis and proposal evaluation of all the action. We conclude that both the time and the context are suitable to implement such a plan, which provides solutions to possible problems that may arise.

The use of scientific information constitutes a highly valuable resource for research that promotes social development. It is a demand for Cuba to train doctoral students prepared for the proper use of scientific literature. This research is directed in this direction, which proposes a pedagogical conception for the development of informational skills in doctoral students. For this, the theoretical-methodological references that support the informational skills in doctoral students are systematized. With a dialectical materialist approach, different methods of the theoretical, empirical and statistical levels were used that allowed to characterize the doctoral training process and develop a pedagogical conception containing four components and the relationships that exist between them. From the implementation of this, an advanced level of informational skills is achieved in the doctoral students, which could be verified through the prospecting of scenarios, direct observation and the Iadov technique during training and the description of the results obtained that they confirm it.

This work analyse the relation between the logotherapy and the bibliotherapy caused positive effects in the reader and how the person could find significant in their life reading books. There is a description about both subjects and a special reference of the role of librarian working with others professionals.

During the last two decades, mainly due to the huge increase of digital information accessible through Internet, user training by Higher Education (HE) libraries evolved from library instruction to elaborate information handling skills connected with student courses. Information Literacy (IL) has been defined as the set of capacities enabling an individual to understand when he needs information and has the skills to find, evaluate and exploit it effectively and ethically having learned how to learn. An international literature review demonstrated that IL instruction developments have being mainly taking place in HE libraries. Because IL instruction is a rather new development in Greek HE and relative research is limited, a survey including three questionnaires was performed with a main aim to describe how IL library instruction programmes are currently designed and delivered in Greek HE institutions which comprise 23 Universities and 16 Technological Educational Institutes (TEIs). Results from HE libraries showed that user instruction was offered by 77% of Greek HE institutions, while there were no course-integrated programmes or IL institutional policies. HE libraries employed various instruction techniques mainly targeting undergraduate and postgraduate students. Most libraries offered instructional programmes comprising basic library skills, while on average less than half of them included training on more advanced IL skills. In general IL instruction methods and content between University and TEI libraries were found to be similar. Instruction programmes were designed and delivered almost exclusively by librarians, usually not following any international IL standards, while in some Universities there was occasional faculty-librarian collaboration. Finally, Greek HE librarians considered that, although IL programmes are in their early stage of development, library instruction had a positive effect on the way students were handling information and listed course-integration and faculty-librarian collaboration as the best ways for the future development of IL programmes in Greek HE institutions.