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  Accessible access, universal design, and the limits of inclusion in open educational resource development: an interactive workshop

  Abumeeiz, Salma; Johnson, Matthew Weirick; UCLA Library (The University of Arizona, 2022-11)

  The impacts of open educational resources (OERs) are both well-documented and far-reaching. However, open educational practices should not be evangelized or held beyond critique. Drawing on writing from disability scholars and disability justice advocates, we explore the relationship between access and accessibility as it applies to open educational resources. Employing this framework, we present a series of revised design activities from UCLA Library’s Writing Instruction + Research Education (WI+RE) initiative: (1) an empathy map (2) a learning journey map and (3) a 4 Paths Prototype. We discuss ways forward to improve these activities with disability justice, accessibility, and universal design in mind. In the last half hour, we will walk through each of the three activities together, giving attendees an opportunity to apply the concepts individually and in breakout rooms and preparing attendees to leave the session with a prototype idea.
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  What evidence? Whose evidence? Bringing a critical pedagogy perspective to the teaching of evidence-based practice in the health sciences

  Torian, Stacy; Conklin, Jamie; New York University; University of North Carolina at Chapel Hill (The University of Arizona, 2022-11)

  Evidence-based practice requires clinicians to use the best research evidence available, their knowledge of the patient’s preferences and life situation, and their own clinical expertise to provide optimal care (American Physical Therapy Association, 2020; University of Maine Fort Kent, 2020). But how is “best available” defined, who is missing from the evidence, how is the evidence being obtained, and who decides what expertise counts? During this podcast, two health sciences librarians discuss the historical roots of evidence-based practice and talk to three clinicians working to expand the evidence base in health care. They explore how evidence-based practice plays out in “the real world” and its implications for policymaking and advocacy. While reflecting on the clinicians’ insights and their own experiences, the librarian hosts propose strategies for teaching evidence-based practice through a critical librarianship lens and offer ideas for engaging in dialogue about the concept within and beyond the library. (Note: Podcast music composed and performed by Stacy Torian)
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  Roadblocks in partnership: Teaching faculty, librarians, and the implementation of critical information literacy pedagogy

  Nolte, Amandajean F.; Pratesi, Angela; Cox, Angie; University of Northern Iowa; Bowling Green State University; University of Northern Iowa (The University of Arizona, 2022-11-02)

  There is a disconnect between how teaching faculty understand information literacy and the ways librarians frame these intersecting concepts and skills. As librarians have moved away from a standards-based approach, faculty have embraced this assessable but overly-simplified model. Faculty agree information literacy is important for everyone, but it is another topic of which instructors must stay continuously informed. The challenge for librarians becomes one of instructing faculty and their students simultaneously. Librarians cannot achieve the goals of critical pedagogy without teaching faculty partnerships. This presentation will share initial findings from a mixed-methods study on faculty perceptions of information literacy. By applying these findings in our everyday praxis as critical instruction librarians, we aim to recognize and critique power structures within a system that inherently suppresses our agency and expertise. The session will include reflection moments for participants to consider their local circumstances and adapt to their critical practice.
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  Plasma proteoforms of apolipoproteins C-I and C-II are associated with plasma lipids in the Multi-Ethnic Study of Atherosclerosis

  Koska, J.; Furtado, J.; Hu, Y.; Sinari, S.; Budoff, M.J.; Billheimer, D.; Nedelkov, D.; McClelland, R.L.; Reaven, P.D.; Mel and Enid Zuckerman College of Public Health, University of Arizona (American Society for Biochemistry and Molecular Biology, 2022)

  Apolipoproteins (apo) C-I and C-II are key regulators of triglyceride and HDL metabolism. Both exist as full-size native and truncated (apoC-I'; apoC-II') posttranslational proteoforms. However, the determinants and the role of these proteoforms in lipid metabolism are unknown. Here, we measured apoC-I and apoC-II proteoforms by mass spectrometry immunoassay in baseline and 10-year follow-up plasma samples from the Multi-Ethnic Study of Atherosclerosis. We found that baseline total apoC-I (mean = 9.2 mg/dl) was lower in African Americans (AA), Chinese Americans (CA), and Hispanics (by 1.8; 1.0; 1.0 mg/dl vs. whites), higher in women (by 1.2 mg/dl), and positively associated with plasma triglycerides and HDL. Furthermore, we observed that the truncated-to-native apoC-I ratio (apoC-I'/C-I) was lower in CA, negatively associated with triglycerides, and positively associated with HDL. We determined that total apoC-II (8.8 mg/dl) was lower in AA (by 0.8 mg/dl) and higher in CA and Hispanics (by 0.5 and 0.4 mg/dl), positively associated with triglycerides, and negatively associated with HDL. In addition, apoC-II'/C-II was higher in AA and women, negatively associated with triglycerides, and positively associated with HDL. We showed that the change in triglycerides was positively associated with changes in total apoC-I and apoC-II and negatively associated with changes in apoC-I'/C-I and apoC-II'/C-II, whereas the change in HDL was positively associated with changes in total apoC-I and apoC-II'/C-II and negatively associated with change in total apoC-II. This study documents racial/ethnic variation in apoC-I and apoC-II plasma levels and highlights apolipoprotein posttranslational modification as a potential regulator of plasma lipids. Published by Elsevier Inc.
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  Evaluating a Conditional Cash Transfer Scheme in a Maternal Health Care Utilization Program Among Rural Pregnant Women in Mysore District, India

  Kiplagat, S.; Coudray, M.S.; Ravi, K.; Jayakrishna, P.; Krupp, K.; Arun, A.; Madhivanan, P.; Department of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, University of Arizona; Division of Infectious Diseases, College of Medicine, University of Arizona; Department of Family and Community Medicine, College of Medicine, University of Arizona (Mary Ann Liebert Inc., 2020)

  Background: According to the World Bank report in 2015, the maternal death rate in India was 174 per 100,000, which is among the highest in the world. The Indian Government launched the Janani Suraksha Yojana (JSY) conditional cash transfer program in 2005 to curb the adverse birth outcomes by promoting institutional delivery and providing antenatal care (ANC) services for pregnant women. This study evaluates the factors associated with JSY conditional cash transfer program in rural Mysore, India. Methods: Between 2011 and 2014, a prospective cohort study was conducted to examine the feasibility and acceptability of integrated ANC and HIV testing using mobile clinics in rural Mysore. Pregnant women in the Mysore Taluk provided an informed consent and answered an interviewer-administered questionnaire in local language, Kannada. All women underwent routine ANC services and were followed-up immediately after delivery, and 6 months and 12 months after delivery. Binary logistic regression was performed to identify factors associated with JSY benefits. Results: The mean age of the 1,806 mothers was 21.2 ± 2.2 years and 58.9% of the mothers had primary education. Nearly half (51.6%) of the women reported having received JSY benefits. Factors associated with receiving JSY benefits included pregnant woman's partner not having any formal education (adjusted odds ratio [AOR]: 1.35; 95% confidence interval [CI]: 1.01-1.80), having income ≤4,000 Indian Rupees (AOR: 1.47; 95% CI: 1.04-2.09), rare visits (once in 3 months visit) with Accredited Social Health Activists (AOR: 3.55; 95% CI: 1.55-8.51), and delivery in a public institution (AOR: 1.23; 95% CI: 1.01-1.51). Conclusions: While JSY has been operational in India since 2005, there continue to remain major gaps in the receipt of JSY services in rural India. Future interventions should include targeted services and expansion of JSY scheme, specifically among rural pregnant women, who are most at need of these services. © 2020 Sandra Kiplagat et al. Published by Mary Ann Liebert, Inc.

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