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The Media Union is a new facility that brings together information resources, information technology, and media production studios. It is unique in the blending of those resources into an integrated program serving the entire University of Michigan and supporting interdisciplinary collaboration. The Media Union anticipates the future not only by the proximity of its informational resources but by bringing together different types of information specialists to work collaboratively. The article provides a thorough description of the facility, its administrative structure, and examples of how pre‐existing organizational units made the trasition into the new environment.

Many states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.

The theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.

The findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.

The continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.

The knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.

The current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face.

A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate.

Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations.

This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event.

A curious and unexpected thing has happened to personal computing typography: it's gotten cheaper and much more interesting, thanks to TrueType, a new digital typography standard that nobody (including the author) took seriously when it was first proposed. The author evaluates eight TrueType type collections costing from 10 cents to $1.25 per typeface. This article discusses that evaluation, and also evaluates a $19 CD‐ROM with more than 400 typefaces. The results may surprise you. They certainly surprised the author, when a company perhaps best known for selling cheap software in Canadian convenience stores proved to have not only the cheapest (per typeface) but also the best all‐around inexpensive typeface collection. The author also provides notes on the literature for April‐June 1993, including the last issues of PC Sources.

Strategic planning is essential for organizational success. A key function of strategic planning is helping the organization achieve its goals by effectively organizing its people. If most organizations recognize the importance of planning and plan routinely, then why are so many organizations struggling to achieve their goals?

Somehow, without loading up on games or owning a sound card, the author has 28 CD‐ROMs at home, with more on the way. How did all these discs get there and what do they say (if anything) about the CD‐ROM marketplace? When are CD‐ROMs marvelous new publishing media, when are they essentially compact diskette replacements, and when are they wastes of good polycarbonate? The author goes through his motley collection, noting some highlights and some messy situations. After all this grumbling, the author adds notes on the personal computing literature for April through September 1994.

Reports on the September 2004 conference "Learning beyond the classroom: envisioning the information commons’ future" held at the University of Southern California. The two‐day event overlapped USC’s 7th annual conference on Teaching and learning with technology (TLT), giving both librarians and faculty a unique opportunity to explore the collaborative agenda presented by new academic technologies.

The purpose of this chapter was to explore how the values of higher education institutions, and ultimately society, are conveyed through the curriculum of an institution. The arguments for focusing on a liberal education grounded in critical thinking are highlighted and then compared to the growing trend of occupational education being the central focus of a college education. The need to understand populist thinking in particular is aligned with the social responsibility that educational institutions carry in their charters. This means that the students and parents who pay tuition for their education want something to show for their investment, namely a level of compensation and employment that is perceived to be correlated with the expense of the degree. The competing views of education and training are then considered in a global context, noting the interconnectedness of the intellectual and business community around the globe. This chapter concludes by highlighting the importance of education and its impact on cultural understanding and engagement as a value, especially calling upon public policymakers to keep higher education leaders in check as they develop plans and expectations for their institutions.

The effects of big data in this present age are highly significant, and big data have become more applicable to society. Big data technology has been adopted by many, and its applications are utilized at national, organizational, and industry levels. This transformation of industries due to big data is changing working practice in academia, business, the humanitarian sector, and government, as they offer insights and positive effects across all sectors, making legal, economic, political, social, and ethical impacts in our world and producing innovation, efficiency, better decision-making, and a greater return on investments. This paper reviews the social implications, risks, challenges, and present and future opportunities of big data.