The Produced at Temple collections focus on books, working papers, reports and more from centers and other organizations on the Temple University campus.

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  • Generating the Pitch: AI Literacy Instruction for Business and Entrepreneurship

    Shambaugh, Adam; Given Castello, Olivia; Shambaugh|0000-0002-6685-3327; Given Castello|0000-0002-2721-9809 (2024-06-13)
    Library patrons working in the areas of business and entrepreneurship often have special information needs (Stonebreaker et al., 2017). As librarians at a research university with a large business school, we recognized the importance of including a business and entrepreneurship focus within our AI literacy curriculum. Over the past year, we designed new instructional materials on generative AI for academic and professional purposes, with significant components for business students, instructors, and entrepreneurs. Our curriculum also caters to non-business schools on our campus, which increasingly focus on entrepreneurship. This poster describes our development of instructional materials about AI literacy in business research and practice and the use of AI tools to enhance business research techniques. Taking inspiration from Landrum et al. (2019), we employ storytelling to engage learners, centering a narrative around a protagonist using AI tools to launch a small business. We developed materials appropriate for student instruction, faculty development, or workshops for entrepreneurs. While reinforcing concepts from our library’s broader curriculum, we address AI for business inquiries such as analyzing market and consumer information, finding industry intelligence, exploring financial data, simulating investor feedback, and drafting key business documents. Our instructional program critically examines the limitations of AI tools in business research and demonstrates how to combine them with other library resources. This poster will provide practical insights and sample materials that librarians may adapt to incorporate AI literacy into their business and entrepreneurship instruction. Our work is relevant to both public and academic libraries, including those without a dedicated business school. Librarians have an opportunity to educate learners on AI’s potential to advance their academic work and prepare them for a variety of professional activities. We hope to encourage ALA 2024 attendees to consider how to integrate AI literacy and AI tools into their own business and entrepreneurship instruction.
  • A Conversation with the Organizers of Saving Ukrainian Cultural Heritage Online (SUCHO)

    Loretta C. Duckworth Scholars Studio (Temple University) (2022-07-12)
    Following the Russian invasion of Ukraine this February, a global community of volunteers has endeavored to help preserve Ukraine’s online cultural heritage. While this community comprises over 1300 volunteers, many of them work as librarians or in cultural preservation, including two of the leaders of this group, Quinn Dombrowski and Anna Kijas. Dombrowski and Kijas, along with Sebastian Majstorovic, have been instrumental in coordinating this community of experts across time zones together and also spearheading what the Washington Post described as “a lifeline for cultural officials in Ukraine.” To capture both their experiences, as well as how librarianship has informed SUCHO, we convened a roundtable with the organizers, as well as two of the most active volunteers Dena Strong and Erica Peaslee, who also work in GLAM.
  • Review: Digital Oral Histories for Reconciliation

    Loretta C. Duckworth Scholars Studio (Temple University) (2022-02-12)
  • We’re all about openness: Except when it comes to our workspaces

    Bell, Steven; Bell|0000-0003-3916-4013 (2023-10-01)
    When it comes to information access, academic librarians are advocates for openness. They demonstrate a strong commitment to creating cultures of openness at their institutions, leading the way for others to grasp the power and benefits of open access publishing, open education practices, open data sharing, and more. Breaking down information barriers while establishing pathways to unfettered and free access is a core professional value. It’s probably safe to say that academic librarians have yet to encounter an open concept they refuse to embrace. Well, there might be one exception.
  • Toxic metals and pediatric clinical immune dysfunction: A systematic review of the epidemiological evidence

    Oktapodas Feiler, Marina; Kulick, Erin; Sinclair, Krystin Sinclair; Spiegel, Nitzana; Habel, Sonia; Given Castello, Olivia; Oktapodas Feiler|0000-0002-2315-9589; Given Castello|0000-0002-2721-9809; Kulick|0000-0001-8650-5357 (2024-04-11)
    Background: Children are at high risk for exposure to toxic metals and are vulnerable to their effects. Significant research has been conducted evaluating the role of these metals on immune dysfunction, characterized by biologic and clinical outcomes. However, there are inconsistencies in these studies. The objective of the present review is to critically evaluate the existing literature on the association between toxic metals (lead, mercury, arsenic, and cadmium) and pediatric immune dysfunction. Methods: Seven databases (PubMed (NLM), Embase (Elsevier), CINAHL (Ebsco), Web of Science (Clarivate Analytics), ProQuest Public Health Database, and ProQuest Environmental Science Collection) were searched following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines in February 2024. Rayaan software identified duplicates and screened by title and abstract in a blinded and independent review process. The remaining full texts were reviewed for content and summarized. Exclusions during the title, abstract, and full-text reviews included: 1) not original research, 2) not epidemiology, 3) did not include toxic metals, 4) did not examine an immune health outcome, or 5) not pediatric (>18 years). This systematic review protocol followed the PRISMA guidelines. Rayaan was used to screen records using title and abstract by two blinded and independent reviewers. This process was repeated for full-text article screening selection. Results: The search criteria produced 7906 search results; 2456 duplicate articles were removed across search engines. In the final review, 79 studies were included which evaluated the association between toxic metals and outcomes indicative of pediatric immune dysregulation. Conclusions: The existing literature suggests an association between toxic metals and pediatric immune dysregulation. Given the imminent threat of infectious diseases demonstrated by the recent COVID-19 epidemic in addition to increases in allergic disease, understanding how ubiquitous exposure to these metals in early life can impact immune response, infection risk, and vaccine response is imperative.
  • Transforming the Knowledge Commons: Faculty-Librarian Collaborations that Advance Open Educational Practices, Student Agency, and Equity

    De Voe, Kristina; De Voe|0000-0003-1590-3379 (2023-06-25)
    Open educational practices (OEP) focus on open teaching and open content, offering students opportunities to do purposeful work that is available to a public beyond the classroom. Students can “contribute to the knowledge commons, not just consume it, in meaningful and lasting ways…shap[ing] the world as they encounter it” (DeRosa and Jhangiani, 2017). As active agents in their own learning, students need a community with which to explore their information privilege, test and contest ideas, and create meaning. Wikipedia provides students an authentic public community with which to participate. It also provides an outlet for publishing information on topics that are underrepresented or misrepresented in traditional publishing and by mainstream media, allowing students to see scholarship creation as part of an ongoing conversation rather than an end product. Wikipedia-editing permits diverse stories, histories, and contributors to become visible while promoting creative expression, connection, and collaboration among students. This poster is informed by a faculty-librarian collaboration that entailed developing scaffolded, renewable assignments involving Wikipedia across five years and two undergraduate Media Studies classes. Foundational knowledge of what OEP are, the characteristics of renewable assignments, and the infrastructure of Wikipedia’s platform will be covered. Data gathered from WikiEdu class dashboards and library edit-a-thons, as well as questions and student feedback from debriefing sessions, will be included in the poster. Finally, strategies for designing effective assignments involving Wikipedia-editing will also be offered as well as ideas for how librarians can best support faculty and students engaged in these activities.
  • Appendix E: Additional Marginal Means Plots

    Chapman University (2023-11-08)
  • Pathways to Poverty: How the ChildLine and Abuse Registry Disproportionately Harms Black Families

    Lee, Jennifer J.; Marqusee, Anthony; Takahashi, Yoko; The Sheller Center for Social Justice (Temple University); Gittis Legal Clinics (University of Pennsylvania) (2023-09-04)
  • Six Practical Ways Courts Can Reduce Default Judgments in Debt Collection Cases

    Rieser, Len; The Sheller Center for Social Justice (Temple University) (2023-05-23)
  • A Developmental Systems Guide for Child and Adolescent Behavioral Health Practitioners

    Snyder, Sean; Snyder|0000-0002-2958-1991 (Temple University. North Broad Press, 2023)
    A Developmental Systems Guide for Child and Adolescent Behavioral Health Practitioners provides clinicians with actionable evidence-based practices for the assessment, diagnosis, and treatment of child and adolescent mental and behavioral health. This approach combines developmental psychology and ecological systems in recognition of the fact that children’s developmental challenges, tasks, and capacities intersect with the risks and protective factors of their environment. Chapters feature detailed case studies and conclude with conversations with clinicians in which they share targeted recommendations for patient evaluation, treatment approaches, and family engagement and support.
  • The Rise in U.S. Gun Violence: Causes and Policy Responses

    Levine, Judith A.; Hammar, Colin J.; Public Policy Lab (Temple University); University of Arizona; Vital City (New York, N.Y.); Frontline Dads, Inc. (Philadelphia, Pa.) (Temple University. Public Policy Lab, 2023-03-03)
  • Financial Fraud among Older Americans: Evidence and Implications

    Levine, Judith A.; Hammar, Colin J.; Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2023-07-11)
  • Philadelphia Playstreets: Opportunity and Resilience

    Levine, Judith A.; Hammar, Colin J.; Public Policy Lab (Temple University); Playful Learning Landscapes Action Network (Philadelphia, Pa.) (Temple University. Public Policy Lab, 2023-07-11)
  • ChatGPT: Educational Friend or Foe?

    Levine, Judith A.; Hammar, Colin J.; Public Policy Lab (Temple University); Brookings Institution (Temple University. Public Policy Lab, 2023-03-20)
  • The Hidden Housing Crisis of Eviction in Immigrant Neighborhoods

    Levine, Judith A.; Hammar, Colin J.; Public Policy Lab (Temple University) (Temple University. Public Policy Lab, 2023-03-20)

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