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The immediate past presidents and current president of the Northern California and Nevada Medical Library Group write to raise awareness of the American Library Association Spectrum Scholarship Program, share their approach to supporting Scholars in their region, and encourage Medical Library Association (MLA) chapters and MLA at large to build stronger infrastructures to support Black, Indigenous, and People of Color librarians who are in school and recently graduated.

BackgroundGamification is correlated with increased motivation and engagement of learners and is increasingly being incorporated into library instruction. Opportunities for librarians to learn and practice principles of gamification can be helpful for those desiring to incorporate gamification into instruction. This report describes the development and delivery of an interactive special content session at MLA '18, the 2018 Medical Library Association annual meeting in Atlanta, Georgia, focusing on principles of low-tech game design for health sciences library classroom instruction.Case presentationThe special content session, titled "Design, Play, Learn: A Special Content Session to Design a Game for Database Instruction," was designed and delivered using multimodal instruction (e.g., flipped classroom, didactic component, active learning) that also incorporated principles of design thinking. A pre- and post-survey was given to all participants at the beginning and end of the session to measure confidence and desire to incorporate gamification into instruction and as a formative feedback indicator for instructors. Participants reported increased confidence and desire to use games for library instruction after participating in the session. A selection of games was uploaded to a shared content folder designed for course participants as an ongoing repository for ideas and communication.ConclusionsFor librarians who are interested in incorporating principles of gamification into library instruction, attending a relatively short hands-on workshop can facilitate learning and confidence around prototyping and creating games for use in library instruction. We intend to improve upon the workshop and offer it again in additional contexts, based on direct observations of the session and participant feedback.

The authors conducted a survey containing the Copenhagen Burnout Inventory to explore the degree and type of burnout experienced by academic librarians in the spring of 2023. The average burnout score of the respondents (N = 267) was found to be middling (M = 45.68142). When subtypes of burnout were explored, academic librarians showed the most personal burnout, followed closely by work-related burnout. Client-related burnout was low. Analyses were conducted to explore differences due to demographic or workplace characteristics; however, the only significant relationship observed was between the duration of a librarian's career and their degree of client-related burnout. [ABSTRACT FROM AUTHOR]

Objective - This study explored the prevalence of and relationship between bullying and burnout among academic librarians. The authors sought to examine three main factors contributing to negative workplace environment caused by bullying and incivility: (1) the employment characteristics of respondents (i.e., tenured, non-tenure track, and others), (2) librarianship as a second (or third) career, and (3) generational differences. Methods - The researchers administered a survey via professional electronic mailing lists in early spring 2023. Librarians over the age of 18 who hold a Masters of Library Science (MLS) or equivalent degree and were employed in an academic library at the time of taking the survey were eligible to participate. The Negative Acts Questionnaire-Revised (NAQ-R) was used to measure workplace bullying, and the Copenhagen Burnout Inventory (CBI) was used to measure workplace burnout. Survey results were analyzed using RStudio. Results - The responses (n = 267) showed the average bullying score was relatively low (M = 1.57, SD = 0.52), and the average burnout score was middling (M = 45.68, SD = 17.87). The correlation between the two scores was mild (r = 0.5, < 0.001). ANOVAs found no significant difference between NAQ-R scores due to employment type (tenured, non-tenure track, and others; F(6, 260) = 0.711, p = 0.641), duration of employment (F(5, 261) = 0.482, p = 0.79), career number (F(4, 262) = 0.585, p = 0.674), or generational identity (F(5, 261) = 0.0969, p = 0.627). ANOVAs found no significant difference between CBI scores due to employment type (F(6, 260) = 1.566, p = 0.157), duration of employment (F(5, 261) = 1.911, p = 0.0929), career number (F(4, 262) = 1.398, p = 0.235), or generational identity (F(5, 261) = 1.511, p = 0.187). Conclusion - Low to moderate levels of both bullying and burnout were found among academic librarians, but the correlation between the two phenomena was mild. No significant difference was found between employment characteristics, career progression (second or third career), or generational identity and the degree of bullying or burnout experienced. This lack of difference was contrary to researcher predictions and opens the door for further research and understanding of both bullying and burnout among academic librarians. [ABSTRACT FROM AUTHOR]

Previous intergenerational communication studies paid only scant attention to acculturation orientation differences in communication between different age groups within a single culture. Many co-cultural groups in the U.S. are encountering emerging acculturation orientation differences between generations. The present study focused on one co-cultural group (Japanese Americans) to gain an understanding of the implications of multiple cultures on the process of intergenerational communication in the U.S. Using Communication Accommodation Theory (CAT), this study particularly investigates the relationships between communication satisfaction, acculturation orientation differences, and communication accommodation among Japanese Americans. A total of 218 Japanese Americans (Mage = 43.32, SDage = 17.69) from across 27 different states participated in the study. The main findings include: (a) generations and age groups did not affect acculturation orientation, (b) comfort using Japanese language varied between the new first generation and the traditional second, third, fourth generations, while comfort using English language was not significantly different across generations or age groups, (c) while integration orientation directly affected communication satisfaction when commutating with older Japanese Americans, assimilation orientation indirectly affected communication dissatisfaction through the use of avoidant communicative behaviour. [ABSTRACT FROM AUTHOR]

Using Communication Accommodation Theory as a theoretical framework, the present study investigated the role of group salience (i.e. race/ethnicity salience and age salience) when young and middle-aged Japanese Americans communicate with older Japanese Americans. A total of 186 young and middle-aged Japanese Americans' data were collected. The results found that self-perceived avoidance communicative behaviour mediated the relationship between old age salience and communication satisfaction inversely when young and middle-aged Japanese Americans communicated with older Japanese Americans. On the other hand, self-perceived respectful communicative behaviour mediated the relationship between old age salience and communication satisfaction only when young and middle-aged Japanese Americans perceived high race/ethnicity salience. [ABSTRACT FROM AUTHOR]