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An Institute of Museum and Library Services (IMLS) funded National Forum Planning Grant “Envisioning Our Information Future and How to Educate for It” brought together a diverse group of stakeholders to lay the framework for re-visioning LIS education. This article describes three take-aways from the 2015 forum: encourage wide recruitment; build bridges; and adapt for the future. Actions underway to address each of these are described. The forum was the beginning of the re-visioning process. The principal investigators are currently engaged with various constituencies to obtain feedback on the actions and to gain insights into directions for curriculum redesign. LIS educators are encouraged to collaborate to make the vision a reality.

Originality/Value – The value of tangible outcomes from pilot projects informing future innovation in LIS education is augmented by the originality of their framing within design-thinking processes.

Cheney's paper was the first major article on this subject (Gleaves & Tucker, 1983, p. x). Its author, Frances Neel Cheney, had been teaching at the Peabody School of Library Science in Nashville since 1945. As a past president of the Association of American Library Schools (1956-1957) and the Reference Services Division of the American Library Association (1960-1961), she was well positioned to address three questions:1. Who is teaching reference?2. What is being taught?3. How is it being taught? (Cheney, 1963, p. 188)The paper was based on a presentation made June 21, 1962, as part of a session on the training of reference librarians at the American Library Association Annual Conference in Miami Beach (Armstrong, 1963). As such, the paper reads more like a conference talk than a formal journal article.As Richardson (1992), himself a student of Cheney, documented in a thorough analysis of the first hundred years of reference instruction from 1890-1990, reference has long been a core course in library school curricula. The questions used to frame Cheney's discussion remain relevant today. What has changed is the pervasive impact of technology that has affected who is teaching, what is taught, and how it is taught. Cheney (1963, p. 188) observed that "I am not scared of automation, I am grateful for it. For one thing, what would we do without the telephone?" Of course, in 1963 libraries were only beginning to explore the potential of computers (for example, the first Clinic on Library Applications of Data Processing was held at the University of Illinois in spring 1963). But even though Cheney continued to teach until 1975, Gleaves (1983) reports that "Most of her work came before the computer revolution and she was never enamored of technology. She neither taught, spoke, nor wrote about the more technical aspects of librarianship, and certainly she did not stray into the emerging high technology of library automation or computerbased information systems" (p. 13).So how has the teaching of reference changed in the more than 50 years since Cheney offered her assessment of the state of the field in 1963? She focused on the 32 library schools with ALA-accredited programs; that number has grown to 58, several of which also identify as Information Schools ("iSchools").Who is teaching reference?Cheney noted that those teaching reference included both full-time and part-time faculty and more men than women. She also noted the increase of doctoral degree holders among those holding full-time faculty positions. While aggregated data profiling who is currently teaching reference are not available, the teaching of courses in the traditional core has certainly been impacted by overall trends in the composition of faculty. Tenure-track positions are reserved for those holding the Ph.D. in a growing variety of disciplines; other fulltime faculty may have titles such as lecturer, clinical faculty, or professors of practice with a focus on teaching. As student enrollments have outpaced increases in full-time faculty, more part-time/adjunct faculty have been hired. With the growth in online education, those part-time faculty can be located anywhere, so efforts must be made to coordinate instruction by a distributed group of faculty teaching reference.What is being taught?Cheney focused on both the basic course, an introduction to reference materials and services, and the proliferating range of more specialized courses dealing with particular subject fields (e.g., science and technology, humanities, social sciences, law, medicine) or publication types (e.g., government publications). The basic reference course included coverage of reference materials-their content, evaluation, organization, and use. There was a consensus on types (e.g., dictionaries, encyclopedias, handbooks) but not specific titles to be taught. The course also considered the kinds of reference service and reference questions. …

Members and others attending the 2015 Association for Information Science and Technology (ASIS&T) conference will be aware of a need to regularly revisit and redefine an information discipline continuously in flux. Constant change likewise demands that we consider new models and approaches to educating professionals equipped with cutting-edge skills in critical thinking and applied best practice responsive to a dynamic information environment. This proposed three-segment interactive panel session will report on action research on, and findings emerging from, a re-visioning of information education. Initial outcomes from pilot projects involving the design and testing of innovative proofs of concept will also be discussed. Attendees will engage in an activity that identifies trends, and debates issues and controversies that are at the core of the dialogue surrounding our information future and how to educate for it.

Hjorland proposes a typology of four epistemological views in analyzing professional knowledge organization systems. In this study, we identified all four views as components of personal information organization in the current hierarchical folder structures on personal computers. The typology enabled us to synthesize the varieties and commonalities within the large number of particular information organizational practices observed both within and between individuals over time. The study demonstrated that the typology is a promising analytic descriptive framework and can help illuminate problems in current folder systems.

Martha E. Williams (1934-2007) defined herself early in her career as an information scientist, joining the American Documentation Institute in 1958. This article explores her multifaceted contributions to shaping the field over more than four decades. Emphasis is on three spheres in which she had the greatest impact: her research in information retrieval, her work as editor of the Annual Review of Information Science and Technology and president of the American Society for Information Science, and her activities related to the online database industry.

Text classification methods have been evaluated on topic classification tasks. This thesis extends the empirical evaluation to emotion classification tasks in the literary domain. This study selects two literary text classification problems---the eroticism classification in Dickinson's poems and the sentimentalism classification in early American novels---as two cases for this evaluation. Both problems focus on identifying certain kinds of emotion---a document property other than topic. This study chooses two popular text classification algorithms---naive Bayes and Support Vector Machines (SVM), and three feature engineering options---stemming, stopword removal and statistical feature selection (Odds Ratio and SVM)---as the subjects of evaluation. This study aims to examine the effects of the chosen classifiers and feature engineering options on the two emotion classification problems, and the interaction between the classifiers and the feature engineering options. This thesis seeks empirical answers to the following research questions: (1) is SVM a better classifier than naive Bayes regarding classification accuracy, new literary knowledge discovery and potential for example-based retrieval? (2) is SVM a better feature selection method than Odds Ratio regarding feature reduction rate and classification accuracy improvement? (3) does stop word removal affect the classification performance? (4) does stemming affect the performance of classifiers and feature selection methods? Some of our conclusions are consistent with what are obtained in topic classification, such as Odds Ratio does not improve SVM performance and stop word removal might harm classification. Some conclusions contradict previous results, such as SVM does not beat naive Bayes in both cases. Some findings are new to this area---SVM and naive Bayes select top features in different frequency ranges; stemming might harm feature selection methods. These experiment results provide new insights to the relation between classification methods, feature engineering options and non-topic document properties. They also provide guidance for classification method selection in literary text classification applications.

SUMMARY This paper discusses the role of library and information science (LIS) educators in recruiting and retaining sci-tech librarians. Strategies include increasing access to degree programs using Web-based technologies; enriching course offerings that contribute to the preparation of sci-tech librarians; partnering with experienced sci-tech librarians who can serve as guest speakers, practicum and internship supervisors, and course instructors; and developing continuing education offerings, especially for Web-based delivery in partnership with professional associations. In the era of e-science and e-learning, LIS educators have a responsibility to contribute to recruitment and retention of sci-tech librarians ready to take on new challenges and opportunities.

Animals often cope with adverse events by releasing glucocorticoid hormones, which in turn promote increased energy assimilation. In captive animals, crowding also leads to increased glucocorticoid activity, probably because of increased levels of social competition. We investigated how group size and ectoparasite infestations affected endogenous levels of the glucocorticoid hormone, corticosterone, in colonial cliff swallows, Petrochelidon pyrrhonota, in southwestern Nebraska, U.S.A. Parasites were removed from some colonies by fumigating nests. Baseline levels of corticosterone in breeding adults varied significantly with whether parasites were present, colony size (measured by total number of active nests at a site) and nesting stage. Across all analyses, birds from fumigated colonies averaged significantly lower baseline levels of corticosterone. These levels in adults increased with colony size at nonfumigated sites, especially during the period when nestlings were being fed, but no relation or the opposite one was found for birds in fumigated colonies. Baseline corticosterone levels were unrelated to sex, age, body weight or testosterone levels in adults. Corticosterone concentrations tended to increase during a bad-weather event when food was scarce. Patterns in nestling and recently fledged juveniles were consistent with those in adults. The increased baseline levels of corticosterone in birds of larger colonies appear related to the larger number of parasites there. Higher levels of corticosterone probably facilitate increased allocation of time and energy to foraging and greater energy assimilation during challenging events such as bad weather, parasitism by blood-feeding bugs in large colonies and the period when young are becoming independent of their parents.

One hypothesis to explain the extensive variation in colony size seen in most taxa is that individuals sort themselves among groups based on phenotypic characteristics that correlate with their performance in groups of different sizes. We investigated how baseline levels of the steroid hormones, corticosterone and testosterone, were associated with choice of colony size and the likelihood of moving to a different site in later years in colonially nesting Cliff Swallows (Petrochelidon pyrrhonota) in southwestern Nebraska, USA, in 2000-2004. We sampled hormone levels of birds caught at colonies and, using mark-recapture, monitored their movement and choice of colony size through subsequent years in the study area. Maximum likelihood estimation and multistate model fitting (with program MARK) revealed that birds with baseline corticosterone levels above the average for the colony and time of sampling were less likely to choose a colony of the same size or larger in a later year than were birds with corticosterone levels below the average. This result held for Cliff Swallows in both fumigated (parasite-free) sites and colonies naturally infested with ectoparasites. Relative baseline corticosterone level was unrelated to the likelihood of movement between different colony sites, and corticosterone level measured after birds were held for 60 minutes was unrelated to either colony-size choice or the probability of movement. Males whose testosterone levels were above the average for the colony and time of sampling were more likely to choose a colony of the same size or larger in a later year than were ones whose testosterone levels were below the average, but the opposite pattern was found for females. The results indicate that steroid hormone level is a predictor of whether a Cliff Swallow will settle in a relatively small or large colony, and support the hypothesis that variation in colony size reflects, in part, a distribution of birds

The hormone corticosterone is an important part of animals' response to environmental stress, modulating short-term adaptive changes in behavior and physiology. The hormone testosterone is also critical, especially for males, in regulating the expression of sexual behavior and parental care. These hormones can have costly consequences, how- ever, and within populations individuals show variation in endogenous levels of both cor- ticosterone and testosterone. We studied how annual survival varied as a function of natural levels of these hormones in colonially breeding Cliff Swallows (Petrochelidon pyrrhonota) in southwestern Nebraska, USA, in 2000-2003. We sampled hormone levels of birds caught at colonies and using mark-recapture, monitored their survival through subsequent years in the study area. Maximum-likelihood estimation and model fitting (with program MARK) revealed that birds sampled for corticosterone in colonies of all sizes late in the season had curvilinear survival; individuals with very low and very high levels of corticosterone had lower survival than those with intermediate levels. Annual survival of birds sampled earlier in the season, however, generally declined with increasing corticosterone level. More birds than expected, given the survival functions, had the very low corticosterone levels in nonfumigated colonies later in the year, suggesting perhaps a compensatory benefit unrelated to survival for very low corticosterone levels. In a more limited analysis, testosterone appeared to have little effect on annual survival, although some evidence suggested that females with endogenous testosterone levels below the mean for a given date might have survived better.

The "challenge hypothesis" states that increases in testosterone levels of male animals during the breeding season are directly related to the extent of intrasexual competition for resources or mates that they experience. Although often tested in territorial species, the challenge hypothesis has not been evaluated for colonial animals that live in groups of different sizes and that thus experience different intensities of intrasexual competition. We measured circulating testosterone levels of male and female cliff swallows (Petrochelidon pyrrhonota) in southwestern Nebraska, where these birds nest in colonies of widely different sizes. Males had significantly higher testosterone levels than females, as expected. For males especially, there was a seasonal rise in testosterone levels early in the nesting cycle, corresponding to the period when birds were establishing nest ownership and egg laying, and then a fall as they switched to parental duties. Testosterone levels varied significantly with colony size; for both sexes, birds in larger colonies had higher levels of testosterone than those in smaller colonies when controlling for date. Age and body mass were not related to testosterone levels. Higher levels of testosterone for birds of both sexes in larger colonies probably reflect greater competition for matings, often extra pair, in the more social nesting situations. The results support the predictions of the challenge hypothesis.

Editor's Summary SIG/ED sponsored a panel at the 2012 ASIS&T Annual Meeting to review the Society's web educational efforts and explore promising future options. By late 2012 ASIS&T had presented nearly 40 webinars. A Webinar Task Force studied using web conferencing to raise the association's visibility and found the format to be popular and worth expanding. Considering other modalities, the Online Education Task Force concluded that ASIS&T should develop a unified online platform to support a variety of web-based events and communication forums. During the panel session, trends in online education were discussed, including the use of Learning Management Systems that support webinars as well as blogs, social networks, discussion boards and other interaction channels for an online learning community. Panel attendees offered numerous additional suggestions including member preference surveys, collaborating with other organizations and repackaging webinar content. A follow-up task force will take a holistic look at the association's web presence, and members are invited to submit their ideas.

Understanding the spacing patterns of individuals in a population of animals is important for establishing the specific functions of territorial behavior. Here, we couple a comprehensive analysis of home range with demographic information and focal behavioral observations of Sceloporus undulatus (eastern fence lizard) to investigate (1) spacing patterns, (2) the determinants of home range, and (3) the functional significance of territorial behavior and traits related to territorial behavior (body size, color). Male home-range area is an order of magnitude larger in the New Jersey population of S. undulatus described here than in other populations, whereas female home ranges are comparable in area to other populations of this species. Home-range area is positively correlated with body size in adult males, although this relationship is not found within age classes, and males share about 50% of their home range with other males. After removal of the effect of body size, residual home-range area is s...

To test functional hypotheses about home-range variation, it is necessary to compare the fitness of individuals whose home ranges are characterized by measurable differences in vital resources such as mates and food. In the present study, we compare measures of reproductive success of male lizards estimated from field observational data with results from DNA fingerprinting of the same individuals. Observational data included both male and female home-range overlap and proximity of actual sightings. Because home ranges can function for access to mates, and males with larger home ranges can overlap a greater number of females, we tested the hypothesis that males with larger home ranges have higher reproductive success. We also tested to see whether females were most likely to mate with males that overlapped their own home range. We found a positive correlation between male home-range area and the number of females overlapped by a male. Male reproductive success was not significantly correlated with home-range area but was positively associated with the number of females overlapped by a male home range, even after the effect of body size had been statistically removed. Despite this relationship, only about 40% of our observational estimates of reproductive success were confirmed by DNA fingerprinting in this population. Thus, many females had mates whose home ranges did not overlap their own, and proximity of a male to a particular female did not accurately predict paternity.

This panel provides an update for ASIS&T members on the activities of the Webinar Task Force and the Online Education Task Force to increase online communication and education efforts within the Society. Both task forces were formed by presidential appointment in 2011 with the goal of expanding the involvement of ASIS&T in the provision of online educational offerings. In addition to expanding webinar offerings, an organizational emphasis on online communication and education drives increased networking opportunities and ensures that members remain connected to the Society between annual meetings. Panel presentations include comments on the context of online education generally, insight into the background and context of the ASIS&T online education initiative, updates on the results and ongoing efforts of the task forces, and a perspective on the future and potential of online education within ASIS&T. Sponsors SIG/ED and the ASIS&T Online Education Task Force Conference Track TRACK 3, Innovation