Browsing by Author "Library and Information Science, Luddy School of Informatics, Computing, and Engineering"

Now showing 1 - 4 of 4
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    How Did this Get to Be OK in the U.S. of A.?
    (IUI Office of Community Engagement, 2022) Copeland, Andrea; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
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    Not open for all: accessibility of open textbooks
    (Ubiquity Press, 2021) Azadbakht, Elena; Schultz, Teresa; Arellano, Jennifer; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    In order for open educational resources (OERs) to be truly open to all, they must be accessible to learners with disabilities, including those with visual, auditory, physical and cognitive disabilities. This study sought to determine the accessibility of a randomly selected sample of 355 open textbooks using a custom rubric based upon the World Wide Web Consortium’s (W3C’s) Web Content Accessibility Guidelines (WCAG), version 2.1, primarily at the Levels A and AA. Included books fell into one of four format types: HTML files/websites, PDFs, Microsoft Word documents and EPUBs. The average number of ‘fails’ – instances in which they ran afoul of a rubric category – across the whole sample was 5.93 and the median was 6, out of a total of 14 or 15 categories, depending on the format type. Overall, most of the books did not meet basic accessibility requirements, such as including alternative text for any images, properly coding/tagging any tables and following a logical heading order structure.
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    Optimal timing of venous thromboembolic chemoprophylaxis initiation following blunt solid organ injury: meta-analysis and systematic review
    (Springer, 2022-09-18) Murphy, Patrick B.; de Moya, Marc; Karam , Basil; Menard, Laura; Holder, Erik; Inaba, Kenji; Schellenberg, Morgan; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    Purpose: The need to prevent venous thromboembolism (VTE) following blunt solid organ injury must be balanced against the concern for exacerbation of hemorrhage. The optimal timing for initiation of VTE chemoprophylaxis is not known. The objective was to determine the safety and efficacy of early (≤ 48 h) VTE chemoprophylaxis initiation following blunt solid organ injury. Methods: An electronic search was performed of medical libraries for English language studies on timing of VTE chemoprophylaxis initiation following blunt solid organ injury published from inception to April 2020. Included studies compared early (≤ 48 h) versus late (> 48 h) initiation of VTE chemoprophylaxis in adults with blunt splenic, liver, and/or kidney injury. Estimates were pooled using random-effects meta-analysis. Odds ratios were utilized to quantify differences in failure of nonoperative management, need for blood transfusion and rates of VTE. Results: The search identified 2,111 studies. Of these, ten studies comprising 14,675 patients were included. All studies were non-randomized and only one was prospective. The overall odds of failure of nonoperative management were no different between early and late groups, OR 1.09 (95%CI 0.92-1.29). Similarly, there was no difference in the need for blood transfusion either during overall hospital stay, OR 0.91 (95%CI 0.70-1.18), or post prophylaxis initiation, OR 1.23 (95%CI 0.55-2.73). There were significantly lower odds of VTE when patients received early VTE chemoprophylaxis, OR 0.51 (95%CI 0.33-0.81). Conclusions: Patients undergoing nonoperative management for blunt solid organ injury can be safely and effectively prescribed early VTE chemoprophylaxis. This results in significantly lower VTE rates without demonstrable harm.
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    The Promise of MOOCs: Communities of Practice and Affinity Spaces to Support Life-long Learning for Teacher-Librarians
    (International Association of School Librarianship, 2014) Branch-Mueller, Jennifer L.; de Groot, Joanne; Stephens, Michael; Jones, Kyle; Salerno, Kandise; Orobio, Katherine; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    This research paper presents the findings from a final survey of those who registered in The Hyperlinked Library MOOC (Massive Open Online Course) offered by the School of Library and Information Science at San Jose State University in the fall of 2013. The survey questions analyzed deal specifically with the development of a sense of community within the MOOC. Key findings include: purpose (shared interests and shared experience), people (connecting with others – participants and instructors and those outside the MOOC), participation (reading, writing, sharing, joining, responding, etc.), pedagogy (decisions about teaching and learning in the MOOC are so critical) and platforms (spaces for collaborative learning inside (BuddyPress) and outside (social media). School library organizations should look to the power of MOOCs to connect teacher-librarians with each other and provide professional development.