The COVID-19 pandemic has greatly impacted higher education, including academic libraries. This paper compares the use of library resources (including interlibrary loan, website and discovery tool pageviews, database use, patron interactions, etc.) at three university libraries before and after the pandemic. The latter part of the 2019 and 2020 spring semesters are the time frames of focus, although two control time frames from earlier in those semesters are used to determine how the semesters differed when the coronavirus was not a factor. The institutions experienced similar patterns of use across many metrics.
Parents with limited English proficiency might rely on their adolescent children to interpret health information. We call this adolescent healthcare brokering. Using a mixed-methods, transformative research approach rooted in grounded theory, we sought to answer these questions: (a) "What is happening? What are people doing?" and (b) "What do these stories indicate? What might they suggest about social justice?" High school students from a community in which 53.4% speak another language at home were invited to participate in a survey and focus groups. Of 238 survey participants, 57.5% (n = 137) indicated they assisted with healthcare tasks. When doing so, 81.7% (n = 112) translated. Common tasks were reading prescriptions and talking to doctors. While some participants cited negative emotions associated with brokering, the net emotion was positive. Focus groups (n = 11) revealed that tasks varied broadly in complexity and type, emotional experiences were dichotomous, and access to interpreting services and other supports was inconsistent. This research adopts an advocacy lens and uses a mixed-methods, transformative research approach rooted in grounded theory to describe and call attention to a social justice phenomenon we call adolescent healthcare brokering. We define adolescent healthcare brokering as young people acting as linguistic interpreters in healthcare situations for themselves and for family members with limited English proficiency (LEP). In such situations, language acts as a barrier to health literacy and access to healthcare [17]. Despite this known barrier, there is a gap in the research regarding how to successfully address this situation (McKee, Paasche-Orlow, Journal of health communication 17(3):7-12, 2012).
Analysis of cited material types revealed results similar to citation analyses in specific public health disciplines, including use of materials from a wide range of disciplines, reliance on miscellaneous and government documents, and need for older publications.
Despite assurances that children are not permitted to interpret, adolescents are acting as healthcare brokers. The impact can be academic and emotional. Findings indicate a need for further research and support for adolescents who want to learn about healthcare tasks.
Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To investigate whether there are any demographic trends affecting student engagement with online library instruction which might have implications for practice, the authors designed a case study to examine the relationship between student demographic Evidence Based Library and Information Practice 2016, 11.3 5 characteristics and engagement with online library instruction modules in English 102 courses at a single university.Methods -The authors recruited 181 students from English 102 (ENG 102), a research-based composition course, to participate in the study. ENG 102 instructors asked all participants to complete an online library instruction module embedded in the university's course management system, either before in-person library instruction or in lieu of face-to-face library instruction. No external incentive was provided for online module completion. The research team measured levels of student engagement by recording the amount of time students spent on each page of the online module. In collaboration with the Office of Institutional Research, the authors then pulled demographic data on each participant using the university's student information system. Pearson chi-square tests were performed to determine whether there were any notable associations between levels of student engagement and student age, grade point average, gender, and race/ethnicity.
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