Library digital scholarship workshops are often focused on skill development, creating a highly hands-on and immersive learning environment. However, for the digital scholarship instructor, it is incredibly important to maintain an awareness of the affective dimensions of learning in this space where phenomena such as library anxiety, information overload, and anxiety about technological skills may combine. For students in course-integrated settings, this anxiety can be heightened by the stress of performing for a grade. This chapter will explore the idea of technology-related anxiety in digital scholarship instruction and offer some strategies for combating it. The first task of the chapter will be to define and situate technology anxiety. The authors will draw on the concepts of library anxiety and information overload, and will find parallels in discussions of the affective dimension of learning. Information literacy instructors have delved into these concepts, and aligning their instructional findings with those from digital scholarship instruction should be a productive dialogue between library subfields. This exploration of learner emotions will be mapped to the context of the digital scholarship workshop to draw out how technology anxiety manifests in teaching digital skills. Following the discussion of the concept of technology anxiety, the authors will explore methods of incorporating an awareness of affective learning into their workshops. Effective digital scholarship pedagogy – both in the classroom and in one-on-one settings – must engage with learner emotions, including those as diverse as excitement, anxiety, and curiosity. Some topics discussed in this chapter will include instructional strategies to reduce technology anxiety, designing activities that scaffold and promote learner engagement, and building in opportunities for productive failure in order to create a generative learning space for workshop participants.

Abstract Date Presented 04/13/21 This scoping review analyzed OT practice in justice-based systems as depicted in 140 sources appearing in publications between 1943 and 2019. This analysis may inform students, practitioners, and researchers and support efforts to define a distinct role for OTs in justice-based systems. Results may help define competencies or practice guidelines and inform the development of practices, programs, and research addressing the needs of individuals involved in the criminal justice system. Primary Author and Speaker: Jaime P. Muñoz Additional Authors and Speakers: Mimi Stroud, Suzanne Walter, Courtney Stonesifer, Yk Liao, and Samantha Marrah

Date Presented 03/26/20 This scoping review analyzed OT practice in justice-based systems as depicted in 140 sources appearing in publications between 1943 and early 2019. This analysis may inform students, practitioners, and researchers and support efforts defining a distinct role for OTs in justice-based systems. Results may help define competencies or practice guidelines or inform the development of practices and programs addressing the needs of individuals involved in the criminal justice system. Primary Author and Speaker: Jaime Muñoz Additional Authors and Speakers: Abigail Catalano, Yinao Wang Contributing Authors: Gesina Phillips

Background: Librarians developed a pilot program to provide training, resources, strategies, and support for medical libraries seeking to establish research data management (RDM) services. Participants were required to complete eight educational modules to provide the necessary background in RDM. Each participating institution was then required to use two of the following three elements: (1) a template and strategies for data interviews, (2) the Teaching Toolkit to teach an introductory RDM class, or (3) strategies for hosting a data class series. Case Presentation: Six libraries participated in the pilot, with between two and eight librarians participating from each institution. Librarians from each institution completed the online training modules. Each institution conducted between six and fifteen data interviews, which helped build connections with researchers, and taught between one and five introductory RDM classes. All classes received very positive evaluations from attendees. Two libraries conducted a data series, with one bringing in instructors from outside the library. Conclusion: The pilot program proved successful in helping participating librarians learn about and engage with their research communities, jump-start their teaching of RDM, and develop institutional partnerships around RDM services. The practical, hands-on approach of this pilot proved to be successful in helping libraries with different environments establish RDM services. The success of this pilot provides a proven path forward for libraries that are developing data services at their own institutions.

Graduate students completing an electronic thesis or dissertation (ETD) may encounter issues related to copyright, either their own or that held by others, at several points throughout the creation and submission of their ETD. Since ETDs are often hosted in an institutional repository or other online collection hosted by the library, library personnel involved in the process must be aware of these points of failure and understand the nuances of copyright with regard to reuse of materials, their institution’s policies governing student scholarship, and the policies of their institutional repository or online collection. This poster will review the relevant literature related to copyright and ETDs, outline the major junctures where librarians may contribute to copyright education for graduate students (and others), and offer suggestions for librarians seeking to engage with graduate students completing their ETDs.

Martin Garnar, in his presentation “Copyright: The Ethical Imperative for Librarians,” discusses the evolution of the American Library Association's Code of Ethics as an indicator of the changing relationship between librarianship and copyright education. Updates to the Code of Ethics, and in particular the 2014 adoption of an interpretation of Article IV, offer a vision of librarians as active parties in the discussion of intellectual property rights. This interpretation includes a series of statements about what librarians "should" do in their roles as information professionals in order to navigate copyright within their roles and interactions with users, and to uphold a fair balance between rights holders and users.

Martin Garnar, in his presentation “Copyright: The Ethical Imperative for Librarians,” discusses the evolution of the American Library Association's Code of Ethics as an indicator of the changing relationship between librarianship and copyright education. Updates to the Code of Ethics, and in particular the 2014 adoption of an interpretation of Article IV, offer a vision of librarians as active parties in the discussion of intellectual property rights. This interpretation includes a series of statements about what librarians "should" do in their roles as information professionals in order to navigate copyright within their roles and interactions with users, and to uphold a fair balance between rights holders and users.

Date Presented 4/1/2017 This scoping review maps the range of literature and emerging evidence articulating the role of occupational therapy (OT) in criminal justice systems. Practice guidelines for OT in these settings do not currently exist. This synthesis provides useful data for occupational therapists interested in growing the profession in these settings. Primary Author and Speaker: Jaime Muñoz Additional Authors and Speakers: Justin T. McTish, Joelle M. Ruggeri, Gesina Phillips Contributing Authors: Abigail Catalano