Remote reading: a shelf list analysis of an academic library’s juvenile collection

Purpose This study aims to detail an analysis project of a juvenile collection within an academic library. The analysis became a starting point for the development of a coherent collection policy, and for charting a path toward a better maintained, more used, more diverse, inclusive and representative collection. Design/methodology/approach The analysis was done by using a catalog-generated shelf list, which revealed specific details about the aged state of the collection and brought to light the lack of attention the collection has been getting in recent years. Findings The analysis of a collection of children’s books in an academic library revealed a collection long out of date and unable to serve the needs of our user population. Research limitations/implications This analysis is specific to academic institutions that have collections of children’s material. Originality/value The literature on juvenile collections in academic libraries is relatively sparse. This research details a social justice approach to building and maintaining juvenile collections in academic libraries.

Arab Scholars’ Perceptions on The Quality, Reliability, and Adequacy of Arabic Digital Content

Despite the availability of millions of information resources on the internet, the Arabic digital content represents a relatively small percentage compared with the information available in other languages. The size of Arabic content, the lack of an adequate number of Arabic databases that organize this content and make it available to the Arab reader, and the lack of novelty and originality are the main issues that feature the Arabic content on the internet. The aim of the current study is to clarify the Arab scholars’ perception regarding the quality, reliability, and suitability of Arabic digital content that is available on the internet. A quantitative approach was adopted in this study in order to answer the research questions. A questionnaire was distributed online among a sample of Arab scholars to determine the quality and reliability of the Arabic digital content. Moreover, the questionnaire tried to identify the extent to which the current Arabic digital content meets the growing information needs, to identify the Arab scholars’ uses of Arabic content, and to discover the criteria that determine the digital content suitability. The findings of this study revealed that Arab scholars believe that Arabic digital content is weak and there is a lack of originality. In addition, the results indicated that Arabic digital content on the internet does not satisfy the scholars' needs which enforce them to use English information resources to compensates for the lack of Arabic resources. The study recommended the necessity of establishing mechanisms to support Arabic digital content and increase the academic institutions' role in enhancing Arabic digital content by encouraging and supporting scholarly research in the Arabic language.

Embodied Institutions and Epistemic Exclusions: Affect in the Academy

This paper explores the intersection between affect, emotion, social imaginaries, and institutions through the lens of epistemic power in the academy. It argues that attending to this intersection is critical for a fuller understanding of how affective and emotional dynamics can assist to entrench, but also disrupt, asymmetries of epistemic privilege that cut across lines of race, sex, and other markers of social difference. As part of this discussion the paper reflects on the possibility of intervening in dominant social imaginaries that become sedimented in the routine operations of the modern university, and which produce affective ecologies that sustain epistemic exclusions within academic institutions.

Applicant Perspectives on Virtual Otolaryngology Residency Interviews

Objective: Residency interviews serve as an opportunity for prospective applicants to evaluate programs and to determine their potential fit within them. The 2019 SARS-CoV2 pandemic mandated programs conduct interviews virtually for the first time. The purpose of this study was to assess applicant perspectives on the virtual interview. Methods: A Qualtrics survey assessing applicant characteristics and attitudes toward the virtual interview was designed and disseminated to otorhinolaryngology applicants from 3 large academic institutions in the 2020 to 2021 application cycle. Results: A total of 33% of survey applicants responded. Most applicants were satisfied with the virtual interview process. Applicants reported relatively poor quality of interactions with residents and an inability to assess the “feel” of a geographic area. Most applicants received at least 11 interviews with over a third of applicants receiving >16 interviews. Only 5% of applicants completed >20 interviews. Most applicants believed interviews should be capped between 15 and 20 interviews. Most applicants reported saving >$5000, with over a quarter of applicants saving >$8000, and roughly one-third of applicants saving at least 2 weeks of time with virtual versus in-person interviews. Conclusions: While virtual interviews have limitations, applicants are generally satisfied with the experience. Advantages include cost and time savings for both applicants and programs, as well as easy use of technology. Continuation of the virtual interview format could be considered in future application cycles; geographical limitations may be overcome with in-person second looks, and increased emphasis should be placed on resident interactions during and prior to interview day.

The Role of Accrediting Agencies

Accrediting agencies are autonomous bodies commissioned mainly to grant accreditation to academic institutions that meet the prescribed quality standards. The accreditation process takes through a detailed systematic procedure that considers reviewing of the academic institution operations, whether teaching and learning offered to meet the quality standards, and encourages improvement to international standards. All accreditations offered by accrediting bodies call for institutional accreditation before any other type of accreditation is granted. Accreditation can be classified as international and national, where the process in both the methods have some common and different steps. Each accrediting body under the designated government authority has prescribed procedures, terms, and conditions to be fulfilled by institutions for the accreditation process. OAAA, CAA, and the NCAAA are the more active accrediting bodies operational in the GCC region commissioned in Oman, UAE, and KSA, respectively.

Subtitlers on the Cloud: The Use of Professional Web-based Systems in Subtitling Practice and Training

The bourgeoning and rapid evolution of cloud-based applications has triggered profound transformations in the audiovisual translation (AVT) mediascape. By drawing attention to the major changes that web-based ecosystems have introduced in localisation workflows, we set out to outline ways in which these new technological advances can be embedded in the AVT classroom. Along these lines, the present study sets out to explore the potential benefits of cloud platforms in AVT training curricula by exploring ways in which this technology can be exploited in subtitling training. An analysis of current subtitling practices and tools, localisation workflows, and in-demand skills in the AVT industry will be followed by an experience-based account on the use of cloud-based platforms in subtitler training environments to simulate and carry out a wide range of tasks. Our study pivots around the idea that cloud subtitling might prove useful to bridge the technological gap between academic institutions and the profession as well as to enhance the distance-learning provision of practice-oriented training in subtitling.

Perpetuating Racism in the Ivory: Well-Meaning Whiteness in Social and Behavioral Sciences

Although there has been a recent increased awareness of the lack of support to Black scholars in academia, initiatives and action plans to address such inequity are severely lacking. Lack of support from individuals and institutions contributes to such disparities for Black scholars, stifling growth and discovery in social and behavioral research. This flaw is due to the lack of diverse representation in the research and the academic workforce. We must acknowledge the role of anti-Black racism in science and how our fellow Black scientists are negatively affected, including the impact on their careers, work-life harmony, and overall mental wellness. We address the multifaceted effects of anti-Black racism throughout the Ivory on Black scholars, academic spaces, and the field of social and behavioral sciences in general. Finally, we offer concrete recommendations to be implemented immediately and, over time, by individual White scholars and academic institutions at large.

Striking A Balance Between Prevention Of COVID-19 And The Promotion Of Child And Adolescent Mental Health: A Case Study Of Long Closure Of Schools In Malawi

The Corona Virus Disease-2019 (COVID-19) has necessitated the long closure of academic institutions in most countries including Malawi. By the first week of April 2020, 188 countries had closed down their schools, affecting over 1.5 billion young people1. As a way of curbing the spread of the pandemic, the Malawian president ordered an immediate closure of schools on 23rd March, 2020, affecting 5.3 million school-going children2. Schools remained closed up to August, 2020. This may have negative implications on the mental health of school-going children, adolescents and the country’s economy.

What role can Universities, Academia and Youth Action do to win on negotiations at Conference of Parties (COP 27) next year ?

The Climate change action is a global call to everyone across the globe, but its action and involvement is not uniform everywhere. What would be the reason? Lack of uniform applicability and universities, academia, youth role in climate action at the negotiation table alongside corporate entities and other associated stakeholders. Universities are a source of seamless dissemination of knowledge, mobilization and capacity building. The educational organizations which includes the universities and other academic institutions are a bridge programme function for leveraging the learning to corporates and in turn with unified global climate action. Universities and academic institutions are where constant exchange of knowledge happens and are facilitators to build core competencies of varied stakeholders.