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Scholars seek to translate research into practice through science communication, but the overwhelming use of English makes it challenging for some local community actors to access research findings. Machine translation (MT) tools can help, but the underlying data‐driven approach does not work equally well for all languages and domains. If plain language summaries can be rendered more MT‐friendly, this could make it easier for speakers of other languages to access research. This poster compares guidelines for plain language and guidelines for writing for MT to determine their compatibility and potential usefulness for creating reader‐ and MT‐friendly summaries. [ABSTRACT FROM AUTHOR]

This panel, sponsored by the ASIS&T Standards Committee, will explore how information standards, guidelines, best practices, and efforts for increasing the accessibility and usability of information resources can contribute to an information‐resilient society. It will start with by addressing several new standard efforts for web accessibility in the data‐driven age led by the W3, including mobile accessibility, cognitive accessibility, and inaccessibility examinations. A special report will then be given by the leader of an IMLS‐funded project on the newly published Digital Library Accessibility and Usability Guidelines that support blind and visually impaired users who rely on screen readers to interact with digital libraries. A case study on Video/Audio to Text to Tagging will be presented, revealing the best practices on translating audio files to time stamped text transcripts for indexing, classifying, and enriching the original content. A final open discussion on "inclusivity" will involve the audience, to highlight the needs, challenges, and standards for enabling inclusivity and ensuring that everyone who faces accessibility barriers due to disability, literacy, digital literacy, or aging, can access, use, and participate in the Internet and all its information. [ABSTRACT FROM AUTHOR]

It is necessary to carry out digital literacy education (DLE) for preschoolers to ensure they can participate in digital life in a safe and healthy way. This poster reports results from a qualitative study of Chinese parents' expectations of DLE for preschoolers. Through semi‐structured interviews with seven parents whose children are aged from 3 to 6, it is found that all parents thought it necessary to carry out DLE for preschoolers. Chinese parents have expectations for the educational practices in kindergartens, but the digital literacy teaching activities in kindergartens are rare at present. In terms of teaching content, Chinese parents pay more attention to how their children could identify bad information and protect personal privacy. [ABSTRACT FROM AUTHOR]

Public libraries, nonprofits, and community organizations are key providers of digital literacy and technology education in their communities. Given that they play a crucial role in helping persons outside formal education to navigate the digital world, these organizations have the potential to be key players in addressing problematic information. These institutions could provide critical support in this area since they teach people to use information and communication technologies and how to find, evaluate, create, and communicate information effectively and efficiently. This poster explored how seven digital literacy curricula for adults address problematic information. We found problematic information related lessons were siloed from other lessons on social media or online searching, and these curricula do not use current best practices for evaluating information but rely on older information literacy models. [ABSTRACT FROM AUTHOR]

This research investigates children's information seeking in primary and intermediate school classrooms as seen by their teachers. We report the results of a series of semi‐structured interviews with teachers of pre‐teen children. The teachers discussed specific issues that children encounter during information search, including query construction and information triage difficulties. Further issues were identified during the interviews regarding motivation, frustration and poor strategies for overcoming barriers. We compare the results of our teacher interviews reported here with the results of an interview study with children. This paper concludes that even with significant advancements in technology, teachers and children still require further assistance in order to succeed in their inquiry practices. [ABSTRACT FROM AUTHOR]

This paper describes an in‐progress research study investigating the factors affecting the success of digital literacy training initiatives led by local community organizations, including public libraries. Data were collected from two public libraries and five community organizations in two cities in Canada. Data collection comprised interviews with 14 administrators, six training instructors, 20 clients of training programs, the analysis of training documents, observations of six training sessions, and a survey administered to 20 clients. The study involved two rounds of data analysis. The first round is complete. The second round is currently underway and its results, in addition to those from the first round, will be disseminated at the ASIS&T Annual Meeting. Goals of the study are to identify factors affecting the success of digital literacy training opportunities led by local community organizations, and to elicit recommendations for practice for local community organizations to follow. [ABSTRACT FROM AUTHOR]

The term "internet trolling" has come to encompass a wide range of behaviours, ranging from abusive speech and hacking to sarcastic humour and friendly teasing. While some of these behaviours are clearly antisocial and, in extreme cases, criminal, others are harmless and may even have potential prosocial functions. This study is an attempt to disambiguate some of the competing and contrary interpretations of internet trolling by examining the perspectives of avid internet users for whom trolling is a familiar part of their online lives. Through data collected from in‐depth, semi‐structured interviews, a multifaceted picture of trolling emerges that is at odds with previous media characterizations of internet trolls as merely hateful bullies. On the contrary, most participants in this study did not consider trolling to be a serious problem and many did not consider harmful interactions to be trolling at all. This paper describes some of the defining characteristics of internet trolling in order to differentiate the harmful behaviours from the harmless. This work aims to contribute to the growing body of literature on internet trolling in the hopes of informing regulatory policy and educational initiatives concerning internet use and safety. [ABSTRACT FROM AUTHOR]

ABSTRACT (U)nderstanding plagiarism, learning about (P)araphrasing and related skills, generating proper (C)itations with an online citation tool and doing originality (C)heck with an online tool (UPCC) is a pedagogy developed by Chu and his colleagues (, ) to help students avoid plagiarism. The UPCC pedagogy incorporates teaching the ethical use of information, an important facet of information literacy, into inquiry project-based learning (PjBL), a pedagogical approach that demands students to demonstrate high order information literacy. This study, adopting a mixed-methods design, evaluates the effectiveness of UPCC by comparing the plagiarism behavior of two cohorts of junior secondary students in their PjBL projects with and without the implementation of the pedagogy. In addition, upon the completion of their projects, the 2015 cohort completed a survey that evaluates their knowledge of plagiarism, and assesses the extent to which they endorse the helpfulness of the UPCC in domains including instructional support; understanding plagiarism; paraphrasing, synthesizing and summarizing; generating appropriate citations; and originality self-check. Students and teachers also participated in focus group interviews to further elaborate on their perceptions on the UPCC pedagogy. A trend in reduced plagiarism behavior was observed after the implementation of UPCC, and students expressed a generally positive perception on UPCC as an effective anti-plagiarism pedagogy. Quantitative and qualitative data showed that students who had better knowledge of plagiarism held a significantly more positive perception on the effectiveness of UPCC than those who showed poorer understanding of plagiarism. This may indicate that further refinement of UPCC is needed to cater for learner diversity and enhance students' motivation. [ABSTRACT FROM AUTHOR]

ABSTRACT Libraries are uniquely positioned to support the quickly shifting landscape of modern research practice. The NCSU Libraries has paired user research approaches with iterative design practice to determine contextually relevant services to support researchers. This poster will showcase two case studies as examples of successful avenues of support through library services, the user research and application of frameworks that supported the development of these services, and the project management methodology that applied research to practice. Each case study will outline strategies used to develop services that support modern research practice through the investigation of a complex problem space. [ABSTRACT FROM AUTHOR]

Support for research data management (RDM) has become a popular focus for library services, and many training opportunities in RDM exist for librarians. However, fewer opportunities exist for librarians to develop the more advanced skills and expertise necessary to support data science and open science. To better understand how to develop a library workforce prepared to develop services in the emerging areas of data science and open science, the National Library of Medicine convened a workshop of 15 librarians and information professionals with a range of expertise in data and open science. This session will present the workshop's recommendations and use participatory facilitation methods to engage attendees in conversation about how to prepare information professionals to meet the evolving challenges of data science and open science. [ABSTRACT FROM AUTHOR]

After-school programs are uniquely situated to attract and engage youth in a variety of interest-driven activities that ensure that each individual youth's personal interests are nurtured. In collaboration with school librarians at five middle schools in the greater Washington D.C. metro area, we developed and implemented an after-school program, HackHealth, which aims to increase disadvantaged middle school students' interest in science and health, their health and digital literacy skills, and their health-related selfefficacy. Based on data collected from the 63 youth who have participated in HackHealth over the past two years (as well as their parents) through surveys, participant observation, pre- and post-interviews, and focus groups, we investigate why these youth joined HackHealth, the healthrelated topic each one selected to research during the program and the reasons for their choice, and the perceptions of participants and their parents regarding the short-term outcomes of participating in the program. The importance of building on youths' personal interests and ensuring the personal relevance of both content and skills in attracting and sustaining youth participation and engagement in after-school programs is discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT The Pew Research Center (2017) estimates that nearly 75% of Americans aged 65 and older self-identify as needing help from another person to learn to use new digital technology. Past research suggests that technology training programs in senior centers and other community-based institutions can provide crucial supplements to the technology help older adults find within their networks of family and friends (e.g., Gardner, Kambill & Netherland, 2012; Hardill, 2014; McKee & Blair, 2006; Xie & Jaeger, ). Nonetheless, few studies have examined how or why technology support services in these institutions facilitate the process of learning technology among older adults. This poster presents the findings from an ethnographic, year-long study of the experiences of older adults endeavoring to learn technology in three senior centers in a medium-sized Midwestern American urban area. The overall finding from this investigation is that digital learning proceeds through what this study calls the informatics lifecourse: how a person learns technology throughout the stages of his or her life. [ABSTRACT FROM AUTHOR]

ABSTRACT As wearable devices continue to rise in popularity and become more embedded in our lives, there is a growing need for better information privacy policies protecting users' privacy and education raising users' awareness for such privacy-invasive technologies. This panel is an exploration of the interplay between privacy policies and user behavior. The panel will address (1) current privacy policies for wearable devices, (2) how users' perceptions of privacy affects their responses to these policies and use of wearable devices and (3) the potential gaps in users' understanding of how their personal information from such devices is collected, transmitted and stored for undefined future use. Panelists will discuss these concepts from the perspectives of law, psychology, information systems and digital literacy. This panel is intended to be interactive and will encourage the audience to discuss their own understandings of information privacy in the context of wearable devices. The panel aims to contribute in developing information science-specific approaches to wearable device privacy policy and education and in making suggestions for future research. [ABSTRACT FROM AUTHOR]

ABSTRACT Digital literacy is an increasing area of focus for communities, due to its potential positive impact toward social and economic development goals. Given the unique information needs and potentially burdensome financial, human and infrastructure requirements, the implementation of such initiatives often involves a variety of community stakeholders. However, such collaborations are often fraught with difficulty and seldom result in long-term sustainability or success. This poster presents a mixed- methods research design exploring the implementation of digital literacy initiatives within a specific community context. The main conceptual foundations will be highlighted, including the use of a leadership framework to evaluate the presence or absence of essential social roles within the group. It will be argued that a leadership framework contributes important understanding to the organization and organizing processes present in multi-stakeholder community collaborations. Furthermore, research designs which expand focus beyond single individuals, single entities or formal partnerships are needed to support positive engagement with technology within communities. [ABSTRACT FROM AUTHOR]

Young people's social practices online and use of digital media have been conceptualized both as an opportunity and a threat to society. While the mass media has often focused on moral panic related to dramatic examples of social media-related harm to young people, research within Library and Information Science has taken multiple methodological approaches to investigate the ways digital youth navigate and negotiate privacy in online spaces. Findings from such studies offer insight into youth cultures and technology design that supports online privacy. This panel will demonstrate a variety of projects and approaches that have been taken to investigate privacy issues related to young people's online interactions and practices, and the social and design implications of emerging findings for our understanding of young people and online privacy. We will also lead audience members in an interactive brainstorming session centered around various research scenarios, asking participants to consider the strengths and weaknesses of specific research questions and methods in addressing adults' concerns related to youth and online privacy. We will conclude with an interactive discussion of recommended future research directions for enhancing our understanding of young people's privacy practices. [ABSTRACT FROM AUTHOR]

This paper describes an in‐progress research study investigating the efficacy of digital literacy training initiatives led by local community organizations, including public libraries. The goal is to generate a theoretical model of factors affecting the efficacy of digital literacy training opportunities led by local community organizations, and to produce recommendations for practice for local community organizations to follow. The study adopts a constructivist grounded theory approach. Data collection is currently underway and involves interviews with administrators of local digital literacy training initiatives and users who participate in the training. As well, observations of the training and a review of documentation regarding the roll‐out of the training are being conducted. Preliminary results will be communicated at the ASIS&T Annual Meeting in Melbourne. [ABSTRACT FROM AUTHOR]

English is the main language of scholarly communication, but most researchers are not native English speakers. Machine translation (MT) technology is advancing, but such tools rarely produce high quality output of specialized text without human intervention. There is an emerging need for MT literacy, and academic librarians are well placed to deliver it. This poster reports the results of an MT literacy workshop delivered at Concordia University Library. [ABSTRACT FROM AUTHOR]

This paper offers practical insights and lessons learned from over five years of direct experience provisioning and supporting augmented and virtual reality equipment as lendable technology. A pragmatic exploration of one academic library's experience in the development, sustainability, and evolution of augmented and virtual reality technology and associated services. Analyzed and critiqued in comparison to traditional library materials and services, the novel library collection is bridging the gap between learning, research, and practice. Library support is proving to be critical path: from the initial development of the lending technology collections, through the collaborative development of mixed reality equipment, spaces, and software. Specific details associated with the library's current state of practice are shared, including specifics as to working systems for both the HTC Vive and Oculus Rift equipment on dedicated mobile workstations available throughout the library. Collaborations with departments including Computer Science & Engineering, as well as the School of Journalism, have proven to be a natural outcome of the library's support: joint effort resulting in the development of numerous dedicated mobile augmented and virtual reality software development stations throughout the library, and resultant exhibit development. [ABSTRACT FROM AUTHOR]