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The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical barriers for students who are deaf or hard of hearing (D/HH) in postsecondary science, technology, engineering, and mathematics (STEM) majors.

A mixed-method approach (qualitative content analysis and descriptive statistics) documents project activities.

Google+ Hangouts was used for remote tutoring. Participants completed 57 tutoring sessions. Participants found tutoring beneficial, especially for its convenience. Technical assistance and feedback systems were created to support participants. Grade point averages (GPA) and retention remained stable.

Research on this project continues. Small sample size is a limitation of the study. Ongoing research investigates how remote technology and social media impact learning for students who are D/HH.

Scholarship on social media for educational purposes is minimal. While specifics of particular social media platforms vary, recruitment, technical assistance, and establishing feedback mechanisms are common issues for VACs. Outcomes from this study will be used to improve this VAC and create documentation for replication.

The Deaf STEM Community Alliance provides supportive resources to underrepresented students in STEM majors. Improved GPA and retention in STEM majors will generate more individuals qualified for STEM careers. Research on VACs creates opportunities to understand how technology and networked communities change knowledge and learning.

The Deaf STEM Community Alliance is a unique project for postsecondary students in STEM fields who are D/HH. The information is valuable to educators interested in using social media for instruction.

The following annotated list of materials on providing library orientation to users and instructing them in library and information skills is the tenth annual review of this literature and covers publications from 1983. A few items have not been annotated because the compiler was unable to secure a copy of these items.

Human presence tends to decrease biodiversity and often results in the local extinction or even global extinction of megafauna. The focus here is on how humans have affected wolf populations in what are now known as the contiguous 48 United States. While the arrival of indigenous peoples to the region produced the extinction of some species and a reduction in wolf populations, the cultural values and economic system, i.e., capitalism, utilized by the European invaders led to anthropogenic decimation of wildlife species on an unprecedented scale and the near local extinction of wolves. Although capitalism almost led to the local extinction of wolves in the contiguous 48 US states, it also produced an educated, affluent urban class concerned with protecting endangered species. Unlike farmers and ranchers, this urbanized class does not view wildlife as a potential economic threat. The vast majority of contemporary Americans, i.e., 96%, do not engage in sport hunting, so most do not view apex predators as unwanted competitors for game species. Moreover, many individuals who belong to the urban affluent class, even those who do not engage in wildlife viewing or other forms of outdoor recreation, value biodiversity. Since the late twentieth century, this has resulted in the preservation of existing wolf populations and reintroducing wolves to some of their historical ranges. These trends are likely to continue in the coming decades. However, capitalism should not be viewed as a system that initially decimated wolf populations and eventually created an economic class that saved them. It is argued that, due to its growth imperative, if left unchecked, capitalism will ultimately destroy wolves and many other species that have been granted temporary reprieves from extinction.

The Seminar on Library Interior Layout and Design organised by IFLA's Section on Library Buildings and Equipment, and attended by people from over twenty‐two countries, was held at Frederiksdal, Denmark, in June 1980. This present article neither reports on the Seminar's proceedings, as it is hoped to publish the papers in due course, nor describes fully the Danish public libraries seen, but rather uses the Seminar's theme and the library visits as a point of departure for considering some aspects of the interior layout—the landscape—of public libraries. Brief details of the new Danish public libraries visited are given in a table at the end of the article.

This paper examines strategies to meet the communication challenge of change brought on through planned transitions, by the stress of a crisis, or as a result of the social transformation in work and the nature of work. It explores the cycles of change to create a foundation for understanding the communication of change to individual people in an organisation. It examines the impact of reengineering as a change vehicle, the role of trust in reengineering, and some reasons reengineering appears to have shortcomings for individuals coping with change. A reengineering case study is also presented. Successful communication of change demonstrates an understanding of the cycle of change, the importance of trust in the communication process, the essential personal nature of change, the necessity for continuous face‐to‐face communication, and a recognition that current global changes are symptoms of a shift in the human condition.

Whenever America has fought wars, civil liberties are compromised. Led by Hoover, whose career began in the Library of Congress, the FBI has historically conducted questionable surveillance, often spying illegally on American citizens. There is a history of FBI surveillance in the Academy, including surveillance in libraries. Researchers, students, and librarians have been the subjects of FBI surveillance efforts. Today, the Patriot Act has reignited concerns about FBI surveillance in academic institutions. Librarians have often led the fight against limits imposed on accessing information. This is a short history of the conflict between the Academia and FBI surveillance.

Purpose – This historical perspective highlights the evolution of reading clinics (also called literacy labs, centers, etc.) from medical-type clinics to instructional powerhouses for struggling readers. Of particular interest, also, is the development of teacher expertise while participating in reading clinics, particularly in the areas of reflection, a critical view of assessments, and using assessment to inform instruction. Furthermore, this chapter traces the history of research that has come out of reading clinics.

Design/Methodology/Approach – A brief history of reading clinics since the 1920s is followed by a deep examination of some of the themes that have shaped more recent reading clinics and research that has emerged from the clinics: assessment, mandates, teacher reflection, and twenty-first Century Literacies.

Practical implications – This chapter offers key information for stakeholders who are designing, establishing, or refining a reading clinic, either university-based or K-12 school-based.

Social implications – Struggling readers and writers deserve and need experiences that help them acquire literacy skills, including reading and writing for twenty-first century purposes. Teachers need support as they navigate mandates from educational policy-makers, enhance their skills as literacy leaders and literacy coaches, and reflect on best practices.