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Purpose: To quantify the effect of the learning curve in performing hip arthroscopy for femoroacetabular impingement (FAI) and labral tears on total operating room time, including times for setup, surgery, and wake up, during a single surgeon's initial hip arthroscopy procedures.Methods: A single surgeon's case list was retrospectively reviewed to identify all primary hip arthroscopy surgeries between November 1, 2018, and February 28, 2018, for the treatment of FAI and labral tears. Surgical times were recorded, including total room time; surgical time; setup time; and wake-up time. Linear regression was used to evaluate the relationship of these times relative to case number in the series. In addition, the series was divided into 3 sequential groups to further compare these times.Results: In total, 225 patients were included in the study. The mean total room time for all cases was 155.4 minutes, 95% confidence interval ([CI] 150.9-160.0); mean surgical time was 115.6 minutes (95% CI 111.5-119.8), and mean setup time was 32.6 minutes (95% CI 31.8-33.4). Decreasing surgical time was associated with advancing number in the case series (P < .001, R2 = 0.36). Decreasing total room time was accordingly associated with advancing number in the case series (P < .001, R2 = 0.34). There were no significant differences in setup time and wake-up time as the case series advanced. When groups of 75 sequential cases were compared, significant decreases in surgical and total room time were noted between the first and second groups (P < .001) but not between the second and third groups (P = .52). Increasing complexity of surgeries was noted as the series advanced, including capsular closure and subspine decompression.Conclusions: This study supports the existence of a substantial learning curve for hip arthroscopy in the treatment of FAI and labral tears. Our findings suggest decreasing surgical time as the surgeon advances through the learning curve, with the initial 75 procedures requiring longer time to perform than subsequent cases.Clinical Relevance: Hip arthroscopy is a technically demanding procedure. Understanding the long duration of the hip arthroscopy learning curve is helpful for surgeons considering the addition of hip arthroscopy to their practice. [ABSTRACT FROM AUTHOR]

Abstract Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries ' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50 min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached. Highlights • Respondents to a survey feel that using the ACRL Framework for Information Literacy has improved their teaching. • Respondents feel that the framework has improved their ability to articulate their role as information professionals. • Respondents feel that the framework opens a door for new research in the area of information literacy. • In working with colleagues, respondents have encountered resistance to the framework. • Faculty attitudes about information literacy can be an impediment to implementing the framework. [ABSTRACT FROM AUTHOR]

The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production. [ABSTRACT FROM AUTHOR]

Community colleges offer a unique context in higher education and yet specific guidance on implementing the ACRL Framework in community colleges is lacking. Semi-structured interviews with 30 community college librarians who had instruction duties explored the state of the implementation of the Framework in community colleges and the effect of the recent pandemic on information literacy instruction (ILI). The Framework is most lauded for its effect on the design and delivery of instruction, but its components mainly underpin ILI rather than being explicitly taught. The pandemic limited one-shot information literacy instruction but opened up opportunities for embedding librarianship in online courses. The value of this study lies in the potential for identifying opportunities for improving ILI in community colleges, based on a better understanding of librarians' attitudes and experiences of their instructional roles. Community college librarians with responsibility for ILI can be more fully supported when their instructional challenges are better understood. • Information literacy instruction practices in community colleges are understudied. • The ACRL Framework is reported to be useful in the design and delivery of instruction. • A diverse population, time limits, and faculty attitudes complicate the adoption of the ACRL Framework. • The complete ACRL Framework is rarely used in instruction. • COVID-19 decreased one-shots but offered new opportunities for embedded information literacy instruction online. [ABSTRACT FROM AUTHOR]

This cross-disciplinary, cross-institutional exploratory study looks at school librarians', public librarians', and high school science teachers' perceptions of and experiences with inter-professional collaboration to support science learning. The research explores the perceptions and experiences of professional librarians and science teachers regarding 1) inter-professional collaboration, including barriers to collaboration; 2) the relevance of 21st century skills to the teaching of science; and, 3) collaborations that can support and foster the teaching and learning of 21st century skills in the content area of science. Results from focus groups conducted with science teachers, public librarians, and school librarians revealed great potential for, but also significant challenges to, inter-professional collaboration. [ABSTRACT FROM AUTHOR]

• Child welfare workers primarily use email, text, and phone for communication. • Perceived comfort with a technology predicts use in the field. • Experience sampling method is useful for quantifying subjective experience. • Child welfare workers find the technology they use comfortable and useful. • Discomfort was most common talking with caregivers over the phone. This study explores information and communication technology (ICT) use among rural child welfare workers. The experience sampling method (ESM) was used to collect data at five random times a day for one week from ten welfare workers. Workers reported using email, text messaging, or phone almost exclusively in their day-to-day work lives. This study demonstrates the usefulness of ESM in capturing the nuances of technology use in the day-to-day work lives of child welfare workers. Results highlight the need for agencies to explore the use of new types of ICT that may improve efficiency and expand opportunities for client contact. [ABSTRACT FROM AUTHOR]