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This paper shares the results of semi-structured interviews with 30 community college librarians who have instruction duties. The interviews explored these librarians’ perceptions of students’ information literacy (IL) strengths and weaknesses as well as their views of students’ self-perceptions. Participants believe that students are confident in their ability to find information and are proficient in using technology to find information. Participants consider students’ overconfidence to be an IL weakness along with: not understanding the research process; being overwhelmed by information; and, in some cases, having poor reading comprehension skills. Views are mixed as to whether students’ IL skills vary based on their program of study. [ABSTRACT FROM AUTHOR]

Recent semi-structured interviews with 28 librarians and branch managers on the placement of social workers in public libraries revealed a need for library and information science (LIS) programs to better prepare students for their role as social service information providers and to provide models for working with and supervising social workers in the library. It is clear that libraries are experiencing increasing demands to respond to the social-service information needs that users bring to the library, and the importance of libraries to communities in times of uncertainty and crisis is clear. In response, some libraries are including social workers on staff, but this trend does not completely relieve librarians of the need to serve the public's social-service information needs. LIS students need to understand the professional boundaries of librarianship and social work and to develop the ability to feel confident in their interactions with users who have been traumatized, are in crisis, or are struggling with challenges such as the need for credible health information; home and food insecurity information; legal aid; access to the Internet for individuals and families from low-income situations; accessible adult education programs; and more. Interview participants offered a number of suggestions for how to incorporate social work concepts into LIS education and asked for several specific skills such as training in mental-health first aid, de-escalation techniques, and greater knowledge of social-service resources. [ABSTRACT FROM AUTHOR]

This paper reports the results of a survey of heads of public library administrative units concerning their experiences with and perceptions of the employment of social workers. Among respondents, only six employed social workers. Among those who have not hired a social worker, fewer than half said that they were currently interested in hiring a social worker. Respondents revealed many issues that need to be considered, despite the many benefits that library administrators expect libraries to experience from adding a social worker to their staff. The top three reasons for not hiring a social worker are funding, licensure, and liability. [ABSTRACT FROM AUTHOR]

This study explores the impact of information and communications technology (ICT) use on rural child welfare practice using a technology‐in‐practice framework to derive the social structures that are instantiated by rural child welfare workers (CWWs) and to examine their agency as actors. ICT use was tracked, and interviews were conducted with rural CWWs who work with children and families to gain an understanding of and describe their day‐to‐day ICT use at the practice level. Findings demonstrate that CWWs enact social structures along four frames: bureaucratic structure, family centricity, ICT context and information–documentation culture. In terms of agency, CWWs not only are constrained by but also exert some influence on the social structures they enact through facilities (material resources), norms and interpretive schemes. These findings have implications for how ICT can be used to facilitate the CWW–client relationship and the need in rural areas for increased infrastructure to support CWWs. [ABSTRACT FROM AUTHOR]

Teaching is a core role for librarians in academic contexts, although most librarians are not formally prepared to teach and encounter significant challenges in the role, including complex relationships with campus colleagues. The purpose of this research was to explore how community college librarians, an understudied population, understand their teaching role. Online interviews lasting fifteen to seventy-four minutes were conducted with thirty community college librarians who provide information literacy (IL) instruction. Participants were recruited by direct email invitation and were asked questions relating to their instructional practices. Interview transcripts were analysed qualitatively, with a specific focus on participants’ experiences of the teaching role. Participants reported positive relationships with students, and significant challenges in their relationships with disciplinary faculty and administrators. Their lack of formal preparation for the teaching role led to infrequent and informal assessment and evaluation practices. Pre-service education for the teaching role could be strengthened to provide librarians with the skill set and confidence to provide more effective instruction. Instructional quality is critical as the importance of IL is increasingly recognized as key to academic, workplace, and personal success. [ABSTRACT FROM AUTHOR]

Semistructured interviews were conducted with community college students in Florida and New York, two diverse states with robust community college systems, to explore their self-perceptions of their information literacy (IL) needs. Findings indicate that students value IL in their personal lives, their academic work, and their careers, though it means somewhat different things to them in each of those areas. They think of IL in terms of skills rather than threshold concepts, and they feel that the most important skill is finding information, followed by evaluating information. [ABSTRACT FROM AUTHOR]

Background: The trial YOURTREAT aims to compare the pragmatic, short-term psychotherapy Narrative Exposure Therapy for Children (KIDNET) with treatment as usual (TAU) for the treatment of young refugees in Germany. This update outlines changes made to the study protocol in response to the current COVID-19 pandemic with the aim of allowing the continuation of the clinical trial while ensuring the safety of the staff and the participants, maintaining methodological quality, and ensuring compliance with legal regulations.Methods: The major amendments to the original study protocol include (1) the possibility of using telehealth technology for the conduction of diagnostic and therapy sessions, (2) a reduction of the diagnostic set, and (3) an increased flexibility in the time frame of the study protocol.Discussion: The adaptations to the study protocol made it feasible to continue with the trial YOURTREAT during the COVID-19 pandemic. Although the diagnostic set had to be shortened, the primary outcomes and the main secondary outcomes remain unimpaired by the amendment. Therefore, we expect the trial to provide evidence regarding effective treatment options for young refugees in Germany, a population that has received little scientific attention so far and has only very limited access to mental health care in the German health care system. In light of the current pandemic, which globally increases the risk of mental problems, the situation for young refugees is likely to aggravate further. Thus, the clinical and social relevance of the present trial YOURTREAT is even more important in these particular times.Trial Registration: German Clinical Trials Register (Deutsches Register Klinischer Studien; DRKS) DRKS00017222 . Registered on May 15, 2019. [ABSTRACT FROM AUTHOR]

The main goals of this article are to promote the use of the experience sampling method (ESM) in library and information science education and research, by describing its origin in flow theory and demonstrating its use in a study of information and communication technology (ICT) use (i.e., electronic record-keeping systems, email, text messaging, social media, online meeting tools, apps) among rural child welfare workers. This article reviews the methodological considerations of ESM and demonstrates, step by step, how to structure such a study and approach data analysis. Findings, conclusions, and implications of the rural child welfare worker study are also reviewed. This paper will be of use in courses on theory, research, information behavior, information practices, technology adoption and use, and the assessment of information programs and services. It can be used to further orient students to theory, to help them make the connection between theory and method, and to promote critical thinking about research findings and conclusions. [ABSTRACT FROM AUTHOR]

Background: The gap between service need and service provision for alcohol-related disorders is highest in resource-poor countries. However, in some of these contexts, local initiatives have developed pragmatic interventions that can be carried out with limited specialized personnel. In an uncontrolled treatment study, we aimed to evaluate the feasibility, acceptability, safety, costs and potential effects of an innovative locally developed community-based program (the Treatment Camp) that is based on an inpatient clinic that moves from community to community. Methods: Out of 32 treatment-seeking individuals 25 took part in the one-week Treatment Camp that included detoxification and counseling components. Re-assessments took place 5 and 12 months after their participation. We explored the course of a wide range of alcohol-related indicators, using the Alcohol Use Disorders Identification Test (AUDIT) as primary outcome complemented by a timeline follow-back approach and the Obsessive Compulsive Drinking Scale. Additionally, we assessed impaired functioning, alcohol-related stigmatization, symptoms of common mental health disorders and indicators of family functioning as reported by participants' wives and children. Results: All alcohol-related measures decreased significantly after the Treatment Camp and remained stable up to the 12-month-assessment with high effect sizes ranging from 0.89 to 3.49 (Hedges's g). Although 92% of the participants had lapsed at least once during the follow-up period, 67% classified below the usually applied AUDIT cutoff for hazardous drinking (≥ 8) and no one qualified for the dependent range (≥ 20) one year after treatment. Most secondary outcomes including impaired functioning, alcohol-related stigmatization, symptoms of depression and indicators of family functioning followed the same trajectory. Conclusions: We found the Treatment Camp approach to be acceptable, feasible, safe and affordable (approx. 111 USD/patient) and we could obtain preliminary evidence of its efficacy. Due to its creative combination of inpatient treatment and monitoring by medical personnel with local mobility, the Treatment Camp appears to be more accessible and inclusive than other promising interventions for alcohol dependent individuals in resource-poor contexts. Effects of the approach seem to extend to interactions within families, including a reduction of dysfunctional and violent interactions. [ABSTRACT FROM AUTHOR]

In an exploratory study, interviews were conducted with fifteen librarians to learn about their perceptions of and experiences with the Framework for Information Literacy for Higher Education. Participants reported that they are implementing the Framework implicitly rather than explicitly, and their instruction has become more interactive and hands-on. A key strategy to success has been getting buy-in from other librarians and faculty. The participants have encountered a number of challenges in implementing the Framework, including time constraints within the one-shot model of instruction and resistance from some librarians and faculty who feel that the Framework is too highly conceptual to be practical for students, many of whom lack basic information literacy skills. Finally, participants indicated it is difficult to assess learning based on the Framework. [ABSTRACT FROM AUTHOR]

Gerard Genette defines the "peritext" as those parts of a book that wrap around the book but are not part of the book proper. Such elements include the book jacket, title page, table of contents, foreword, glossary, index, and so on. These elements can serve various functions, and giving careful attention to these framing elements can enhance the reading experience. Sometimes these elements contain, or consist wholly of, images that help to promote reading of the book or provide supplemental information to that contained within the book proper. In this essay, we use Gross and Latham's peritextual literacy framework (PLF) as a means for investigating how peritextual images serve the promotional and supplemental functions as defined by the PLF of winners of the Young Adult Library Services Association's Award for Excellence in Nonfiction for Young Adults. We also employ Serafini's categories of representational, interpersonal, and compositional structures in examining how these images serve to arouse curiosity and to provide additional information that enhances the reading experience and invites readers to cross the threshold and enter the text proper. [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]

An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by instructional librarians. The survey results can help to identify best practices, to improve current practice, to compare practices across different contexts, and to inform preprofessional preparation of librarians who will become providers of instruction. [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]

Sexual assault is a prevalent, yet underreported and stigmatizing crime that disproportionately affects college-age students. The literature of Library & Information Studies does not currently address the ways in which survivors may seek information after an assault. Blending findings from Psychology and LIS, this study proposes the Information Seeking of Sexual Assault Survivors (ISSAS) model, which examines the seeking process through various stages of healing. The article concludes with directions for future research as well as insights on serving survivors within the academic library while being mindful of one's appropriate professional role. [ABSTRACT FROM AUTHOR]

In the first tier of a multi-tier research project, U.S. faculty from the School of Teacher Education and the School of Library and Information Studies seek to create synergies between teacher education and library initiatives in order to understand the best ways to encourage collaboration between teachers and librarians. This article discusses the results of an exploratory research project in which secondary teacher education coursework and library and information studies coursework were mapped to 21st century skills to investigate the ways in which preservice teachers and librarians are being prepared to collaborate and teach 21st century skills. Findings indicate that while some 21st century skills are covered in various courses throughout each preparation program, there is not a systematic approach for the teaching of 21st century skills in the preparation of future teachers and librarians. [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]

Purpose: The main objective of this study was to gain insight into schoolbased speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools. Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States. The focus groups provided an opportunity for SLPs to reflect on their telepractice experiences, including pros and cons, necessary knowledge and skills, factors impacting telepractice service delivery, and student and family participation. Inductive thematic analysis was used to describe the collective experiences and perspectives of the participants. Results: Three themes regarding telepractice emerged: technology use, locus of control for decision making, and student and family engagement. Participants reported experiencing a range of successes and challenges when attempting to meet students' needs and identified gaps in resources and school capacity for telepractice. Conclusions: The findings revealed how school SLPs experienced telepractice service delivery during the remote learning portion of the 2019-2020 school year due to the onset of the COVID-19 pandemic. The study increases our understanding of factors that facilitated and challenged the effective delivery of speech-language services via telepractice. To assist SLPs in future telepractice efforts, implications for professional development and further research are provided. [ABSTRACT FROM AUTHOR]

Background: Compared to the general German population, refugees in Germany are a high-risk group for trauma spectrum disorders. Currently, many barriers exist for the implementation of a screen-and-treat approach for mental disorders as part of the routine health care provision during the early stage of the immigration process. Objective: The aim of the present study was to develop and test a systematic screening approach to identify individual refugees in need of mental health care during the initial immigration phase. Method: 167 newly arrived refugees underwent a screening interview with the Refugee Health Screener (RHS) carried out by Intercultural Therapy Assistants (ITAs). The ITAs were super-vised by psychologists at a reception centre in Bielefeld, Germany. A subsample of 48 persons partici-pated in clinical validation interviews. Results: Findings demonstrated the need for and feasibility of a systematic screening during the initial immigration phase. However, established cut-off values of the RHS had to be adapted and the screening procedure had to be adjusted due to the needs of a significant number of refugees in severe psychological crises. Conclusion: A systematic screening that is applied shortly after arrival facilitates the early identification of refugees at risk of developing mental disorders and may be helpful to prevent chronic symptom development and an aggravation of psychological crises. A systematic complementary screening procedure during the initial immigration phase was found to be useful for the identification of refugees in need of mental health care. The procedure could be implemented both safely and efficiently in conjunction with the initial medical check-up for recently arrived refugees. Responding to the needs of the refugees immediately following their arrival in Germany, we adjusted the cut-off of the screening instrument and suggest to explicitly include a detection procedure for severe psychological crises. [ABSTRACT FROM AUTHOR]

An online survey in Florida and New York of community college librarians with responsibility for information literacy instruction provides a snapshot of instructional objectives and practices, including librarians' beliefs about students' information literacy needs, strengths, and weaknesses. Survey results point to the influence of the Association of College and Research Libraries Framework in the community college context, the challenges librarians face as they work to implement it, and their successes in doing so. These data reveal opportunities to support and improve instruction and to prepare future librarians to work successfully in community college contexts. [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]

Clenbuterol (CLE) is used in horses as a bronchodilator and for its anabolic steroid-like effects. CLE is a Class 3 drug according to current Association of Racing Commissioners International (ARCI) Uniform Classification Guidelines. The Racing Medication and Testing Consortium recommended a urine CLE threshold of 140 pg/mL after careful scientific review of the results of studies describing the disposition of CLE in the horse and this threshold was adopted by the ARCI. Enzyme-linked immunosorbent assay was previously used to screen samples for CLE in Illinois, but could not detect such low concentrations in urine. Thus, a liquid–liquid extraction of CLE from urine followed by quantification by liquid chromatography–tandem mass spectrometry was developed and validated. Method validation included testing stability, ion suppression and enhancement, precision, accuracy and uncertainty. Intra-, interday and total precision and accuracy were calculated for each control and found to be within the ±15% acceptance range. The Guide to the Expression of Uncertainty in Measurement approach was used to calculate uncertainty, which was 11% at the 95% confidence level. In the past 5 years, only 15 samples were reported as positive for CLE in Illinois. This new method was used in a pilot program to screen and confirm samples received from thoroughbred and harness horses. [ABSTRACT FROM PUBLISHER]