This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction.
Co-infections are a common reality but understanding how the immune system responds in this context is complex and can be unpredictable. Despite this, it is key to develop models that will provide better translatability to real world situations. Heligmosomoides polygyrus (parasitic roundworm) and Toxoplasma gondii (protozoan parasite) are well studied organisms that stimulate a characteristic Th2 and Th1 response respectively. IFNγ-producing T cells, NK and γδ T cells contribute to early protective immunity during T. gondii infection. To minimise immunopathology, IL-10 is also key to a successful response. Previous research has found H. polygyrus to improve survival during co-infection with both parasites. IFNγ-producing CD4+ and CD8+ T cells were implicated in this protection. Using a similar approach, we have found the opposite. Our co-infected animals displayed greater mortality and intestinal pathology than either single infection. This was associated with an early increase in Th2 cytokines in the Peyers patches, mesenteric lymph nodes and spleen. Co-infected animals also had reduced IFNγ producing cells at day 5 post T. gondii infection in the Peyers patches (CD8 T cells only) and in the MLN (NK, NKT, γδ T, CD4+ T and CD8+ T cells). This correlated with increased parasite loads in the MLN at 10 days post T. gondii infection. Our results demonstrate that co-infection dynamics can vary dramatically and that careful consideration needs to be taken when interpreting data in each situation.
Fred Stielow is in charge of American Public University System's Classroom/Research Information Services (CRIS) and has a significant background in history and library science with over 100 scholarly articles and eleven books to his credit, including Creating Virtual Libraries, Building Digital Archives. As a working professional with limited reading time, I really appreciated Dr. Stielow's "reader's advisory" throughout the book, with its suggestions of when to read each chapter. "Although interlaced," Stielow says, "the book's sections may be read independently." In chapter one he gives a brief history and state of the library before the introduction of the web and allied technologies. From there he describes the use of the web and technology within the library context. The third chapter introduces what Stielow calls "disruptions" such as textbooks, online education, and open access. Disruptions are new services that need to be provided by the library that may not necessarily fit with the services and tools currently being provided. I see chapters 4-9 as the meat of the book and where you will learn how to reinvent your library for online education. Stielow provides an index of figures at the beginning of the book for those who would like to go back and review them. Stielow also has an extensive bibliography and webliography of references and websites that he used in the creation of this book. The structure of the book allows individuals to choose the sections that pertain to them. In a job where time is often limited, this is a definite plus. One thing unique to Stielow's writing style is the information he calls out in grayed boxes. This boxed information draws the reader's attention and is pertinent and precise. Stielow also informs the reader if he thinks a certain chapter needs to be read in juxtaposition with other chapters. For example, he suggests reading chapter 2 alongside chapters 6 and 7. Chapters 5-7 include sections on different tools and services a library should provide. After each section he provides readers with suggestions of other chapters to read regarding specific tools and services. Why is this a must read for an academic librarian? We are living in a world where it is essential for universities to look at adding online education as part of their services in order to meet the needs of their ever-changing student population. Therefore, libraries need to make sure that they can meet the needs of the off-campus student as well as the demands of the on-campus student. Our library at Oakwood University is heading in this direction by adding services such as LibGuides, online chat, and text your librarian. Our website is also mobile/tablet friendly. It was rewarding to see that some of the steps we have taken are in the direction that Stielow discusses in his "Redefinition Commentaries" chapter. This book would be beneficial for any library that is reinventing and revamping their services to accommodate online education. My final advice is directed towards those who may not be lovers of history...
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