Recent academic research has proliferated around the construct of humble leadership. Humble leadership involves having an accurate view of oneself, recognizing the contributions of followers, and modeling teachability. Given the growing interest in this construct, we provide a review of the humble leadership literature. First, we clarify how humble leadership has been defined and measured in the current literature and discuss how it compares to moral-based leadership approaches. Second, we review the extant literature by examining humble leadership's theoretical and nomological network, highlighting the antecedents, outcomes, moderators, and mediators.Third, we provide an overview of key methodological strengths and weaknesses.Finally, we conclude by drawing upon our review of the literature to present directions for future research that will advance the understanding of humble leadership. In sum, our review highlights the key elements and findings of where humble leadership has been and indicates ways to drive this literature forward.

Although text mining shows considerable promise as a tool for supporting the curation of biomedical text, there is little concrete evidence as to its effectiveness. We report on three experiments measuring the extent to which curation can be speeded up with assistance from Natural Language Processing (NLP), together with subjective feedback from curators on the usability of a curation tool that integrates NLP hypotheses for protein-protein interactions (PPIs). In our curation scenario, we found that a maximum speed-up of 1/3 in curation time can be expected if NLP output is perfectly accurate. The preference of one curator for consistent NLP output and output with high recall needs to be confirmed in a larger study with several curators.

We introduce the first meta-service for information extraction in molecular biology, the BioCreative MetaServer (BCMS; http:// bcms.bioinfo.cnio.es/). This prototype platform is a joint effort of 13 research groups and provides automatically generated annotations for PubMed/Medline abstracts. Annotation types cover gene names, gene IDs, species, and protein-protein interactions. The annotations are distributed by the meta-server in both human and machine readable formats (HTML/XML). This service is intended to be used by

College students lack fact-checking skills, which may lead them to accept information at face value. We report findings from an institution participating in the Digital Polarization Initiative (DPI), a national effort to teach students lateral reading strategies used by expert fact-checkers to verify online information. Lateral reading requires users to leave the information (website) to find out whether someone has already fact-checked the claim, identify the original source, or learn more about the individuals or organizations making the claim. Instructor-matched sections of a general education civics course implemented the DPI curriculum (N = 136 students) or provided business-as-usual civics instruction (N = 94 students). At posttest, students in DPI sections were more likely to use lateral reading to fact-check and correctly evaluate the trustworthiness of information than controls. Aligning with the DPI’s emphasis on using Wikipedia to investigate sources, students in DPI sections reported greater use of Wikipedia at posttest than controls, but did not differ significantly in their trust of Wikipedia. In DPI sections, students who failed to read laterally at posttest reported higher trust of Wikipedia at pretest than students who read at least one problem laterally. Responsiveness to the curriculum was also linked to numbers of online assignments attempted, but unrelated to pretest media literacy knowledge, use of lateral reading, or self-reported use of lateral reading. Further research is needed to determine whether improvements in lateral reading are maintained over time and to explore other factors that might distinguish students whose skills improved after instruction from non-responders.

No abstract