Applying a critical-constructivist approach, 21 semi-structured interviews conducted from June to October 2021 were analyzed thematically. Qualitative analysis suggests that users reported that Wikipedia’s health content can facilitate personal agency, is familiar and convenient to access, and that individuals’ trust in Wikipedia is contextual, conditional, and framed by their personal experiences.

How do students with diverse gender identities experience and perceive the academic library? What can we learn from our students to help develop services, spaces and collections that support their safety and well-being? This presentation will highlight results from a qualitative case study at an academic library by exploring themes related to the students’ experiences with library workers, the library’s physical environment and its collections. The study results position the library as both a source of positive, transformational potential and site of harm and oppression. Students reported experiencing great discomfort while using library bathrooms and study spaces and were distressed by encountering library materials containing outdated, inaccurate information about gender identity/sexual diversity. Gender diverse students described affirming experiences with library workers while being confronted with library technology – e.g. computers – which deadnamed them. And they questioned why libraries provide platforms to transphobic speakers in the name of intellectual freedom and highlighted the dangers of espousing neutrality. While themes surfaced by this study reflect the participants’ individual lived experiences, they are broadly reflected in survey results, scholarly literature and other research documenting these concerns. Finally, this presentation will describe students’ suggestions for how academic libraries can bridge the gaps to become safer and more inclusive. Attendees will be invited to reflect on changes they could incorporate in their home libraries.

Introduction: Predatory publishing has long raised alarm bells among faculty, librarians and research administrators. Often falsely conflated with open access publishing as a whole, predatory publishing is painted as a grievous threat to the sanctity of scholarly research and a waste of research funding. However, the 'moral panic'* over predatory publishing may be unjustified. Equipping researchers to make informed decisions about publishing is a more sustainable approach. Building partnerships and sharing evidence about faculty publishing patterns can support this type of advocacy. Description: Librarians at institutions without subscriptions to costly citation analysis tools such as Scopus may find it difficult to analyze open access publishing patterns. However, freely available academic search tools such as The Lens can provide useful snapshots to guide education and support for researchers. Data from Brock University indicates that our faculty are overwhelmingly publishing in OA journals which would not typically be deemed predatory. Partnering with institutional research services via outreach and workshops has allowed the Library to share this data and other information about open access with key audiences of research administrators and faculty. Outcomes: This outreach helps the Library to guide researchers towards a more robust understanding of open access and scholarly publishing and away from reliance on problematic tools such as blacklists. In addition to helping authors make informed decisions about where to publish, such programming has boosted uptake for research consultations around publishing and open access. Discussion: The presenter will share tools and strategies for implementing this collaborative approach at other libraries.

This article discusses the recent trend of father-centred video game narratives and analyses the father-daughter relationships portrayed in four critically acclaimed and commercially successful games which exemplify this trend: BioShock 2 (2010), The Walking Dead (2012), BioShock Infinite (2013), and The Last of Us (2013). The author critiques these games for granting the father-figures agency over their daughter-figures and constructing them as moral barometers, helpful gameplay tools, and means for paternal redemption. The Walking Dead is discussed as the only positive portrayal of a father-daughter bond among this selection of games.

Side comments and conversations in focus groups can pose challenges for facilitators. Rather than seeing side comments as problematic behavior or “failed” data, we argue that they can add to and deepen analyses. Drawing on focus group data with grade nine students from a study on early work, in this methodological paper we discuss three patterns. First, side comments have highlighted where participants required clarification, and illustrated their views and questions about the research process. Second, side comments added new data to our analysis, including personal reflections, connections to others’ comments, and information about participants’ uncertainties about the research topics. Third, these comments offered insight into peer relations and dynamics, including participants’ reflections on age, and how they deployed gender relations in their discussions. Provided that their use fits within established ethical protocols, we argue that there is a place for attention to side comments, especially in focus group research with young people where adult-teen hierarchies and peer dynamics might lead young people to engage more with peers than directly respond to researchers’ questions.

Power dynamics are widely recognized as key contributors to poor outcomes of environmental governance broadly and specifically for adaptive water governance. Water governance processes are shifting, with increased emphasis on collaboration and learning. Understanding how power dynamics impact these processes in adaptive governance is hence critical to improve governance outcomes. Power dynamics in the context of adaptive water governance are complex and highly variable and so are power theories that offer potential explanations for poor governance outcomes. This study aimed to build an understanding of the use of power theory in water and environmental governance and establish a foundation for future research by identifying power foci and variables that are used by researchers in this regard. We conducted a systematic literature review using the Web of Science Core Collection and the ProQuest Political Science databases to understand how power is studied (foci, variables of interest, and methods) and which theories are being applied in the water governance field and in the environmental governance field more broadly. The resulting review can serve as a practical reference for (adaptive) water governance inquiries that seek to study power in depth or intend to integrate power considerations into their research. The identified power variables add to a much needed groundwork for research that investigates the role of power dynamics in collaboration and learning processes. Furthermore, they offer a substantive base for empirical research on power dynamics in adaptive water governance.

This paper presents the case of an adjunct university professor to illustrate the dilemma of using artificial intelligence (AI) technology to grade student papers. The hypothetical case discusses the benefits of using a commercial AI service to grade student papers—including discretion, convenience, pedagogical merits of consistent feedback for students, and advances made in the field that yield high-quality work—all of which are achieved quickly. Arguments against using AI to grade student papers involve cost, privacy, legality, and ethics. The paper discusses career implications for faculty members in both situations and concludes with implications for researchers within the discourse on academic integrity.

Introduction: Robotics is viewed as a viable pedagogical strategy for STEM learning because it is characterized by many practices common to the STEM disciplines such as engineering design. With many national curricular calling for STEM integration in K-12 formal educational settings, there is a need for empirical evidence about the effectiveness of different pedagogical approaches to teach with robotics-based activities to promote curriculum learning outcomes and teaching practice. This exploratory study investigated the effectiveness of a scaffolded robotics intervention and a self-guided robotics intervention on pre-service teacher knowledge (PST) of science concepts related to gears and on PST self-efficacy to teach with the robotics-based activities. Methods: A quasi-experimental, pre-post intervention study was implemented with two non-equivalent groups of elementary preservice teachers (PSTs) in a Bachelor of Education program. PSTs in the self-guided group (n = 11) worked with robotics kits in the library at their own pace. PSTs in the scaffolded intervention group (n = 16) were guided through the activity by the author with instructional scaffolds. IBM SPSS Statistics 27 was used to analyze the data. Results: The relationship between intervention type and gains in science knowledge was not statistically significant for the self-guided group but was statistically significant for the scaffolded group suggesting that scaffolding supported PST’s learning of the science concepts. With respect to PST self- efficacy to teach with the robotics-based activity, both intervention types revealed statistically significant gains from pre to post tests, however effect sizes indicated that the scaffolded intervention resulted in greater gains in PST self-efficacy to teach with the robotics-based activities. Discussion: The results provide exploratory evidence that the scaffolded robotics approach, modelled for and experienced by the pre-service teachers in this study, was effective for their learning of science curricular concepts related to gears and for developing their self-efficacy for teaching the robotics-based activities. It should be noted that findings may not be generalizable due to the small sample sizes, especially of the self-guided group. Nevertheless, the findings do provide insights for teacher educators incorporating robotics-based activities into curricular courses such as science methods as it provides specific examples of scaffolds that were effective for science learning and for developing PST self-efficacy. The study also contributes to the literature on instructional strategies that promote robotics adoption in K-12 schools to support development of STEM knowledge and skills.

Introduction: Aberrant cleavage of the transmembrane protein, amyloid-beta precursor protein (ABPP), results in the overproduction of amyloid-beta (AB) peptides which can form senile plaques in the brain. These plaques can get lodged within synapses and disrupt neuronal communication ultimately leading to rampant neuron death. The rate-limiting enzyme in AB production is beta-site ABPP cleaving enzyme 1 (BACE1). In females, estrogen loss is associated with increases in AB and BACE1 content and activity. Exercise is known to have anti-amyloidogenic effects and may be able to alter BACE1 in cases of ovarian hormone depletion. This study aimed to examine the effects of physical activity on BACE1 in intact and ovariectomized female mice. Methods: Female C57BL/6 mice (24 weeks old) underwent bilateral ovariectomy (OVX; n=20) or SHAM surgery (SHAM; n=20). Mice were assigned to one of four groups (n=10/group) for 8 weeks: (1) sham (SHAM), (2) sham with a wheel (SHAM VWR), (3) ovariectomized (OVX), or (4) ovariectomized with a wheel (OVX VWR). Results: Novel object recognition testing demonstrated that OVX mice had a lower percentage of novel object investigation time compared to SHAM. OVX mice also had higher prefrontal cortex BACE1 activity compared to SHAM (p<0.0001), while the OVX+VWR activity was not different from SHAM. Discussions: Our results demonstrate that voluntary wheel running in an ovariectomized model prevented increases in BACE1 activity, maintained memory recall, and may provide a method of slowing the progression of Alzheimer’s disease.