The term has been conceived in many different ways and across all academic departments (Mihalidis, 2008).
Media literacy is central in a broader concept of access (Sourbati, 2009).
The relationship between visual competencies and the notion of media literacy have not been fully explored or adequately specified (Griffin, 2008).
Media literacy interventions refer to education programs designed to reduce harmful effects of the media by informing the audience about one or more aspects of the media, thereby influencing media-related beliefs and attitudes, and ultimately preventing risky behaviors. Positive effects of media literacy interventions were observed across diverse agents, target age groups, settings, topics, and countries (Jeong et al, 2012).
Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages
The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of newmedia and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacyand propose a framework for a systematic investigation of new media literacy
HTML is not dead. QR codes are only one new technology, which can revive it. But:
WordPress might be preferable to Adobe Dreamweaver.
PPT is not enough. Prezi does not replace it. Then what? Desktop/lpatop versus tablet (Stampsy). Or the Cloud m(VoiceThread)? Does Media skills = presentation skills?
iMovie | Movie Maker (local) versus YouTube (Cloud)
Flickr (Cloud) versus Photoshop (local).
Sources:
Mihailidis, P. (2008). Are We Speaking the Same Language? Assessing the State of Media Literacy in U.S. Higher Education. Simile, 8(4), 1-14. doi:10.3138/sim.8.4.001 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=40303609
Hobbs, R. (2011). EMPOWERING LEARNERS WITH DIGITAL AND MEDIA LITERACY. Knowledge Quest, 39(5), 12-17. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=61819923
Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. doi:10.1177/0163443710393382 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=59569702
“Victor” CHEN, D., WU, J., & WANG, Y. (2011). Unpacking New Media Literacy. Journal Of Systemics, Cybernetics & Informatics, 9(2), 84-88. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83259046
Sourbati, M. (2009). Media Literacy and Universal Access in Europe. Information Society, 25(4), 248-254. doi:10.1080/01972240903028680 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=43050924
GRIFFIN, M. (2008). Visual competence and media literacy: can one exist without the other?. Visual Studies,23(2), 113-129. doi:10.1080/14725860802276255 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33944793
Jeong, S., Cho, H., & Hwang, Y. (2012). Media Literacy Interventions: A Meta-Analytic Review. Journal Of Communication, 62(3), 454-472. doi:10.1111/j.1460-2466.2012.01643.x http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=76349359
Yates, B. L. (2002). Media education’s present and future: A survey of teachers. Simile, 2(3), N.PAG. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10537377
Technology Literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.
Technology literacy is the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information.
“Technological Literacy is the ability to use, manage, assess, and understand technology” (Gallop Poll, 2004, p. 1). “Technological literacy encompasses three interdependent dimensions: (1) knowledge, (2) ways of thinking and acting; and (3) capabilities” (Technically Speaking, 2006, p.1).
Comprehension of technological innovation and the impact of technology on society — may include the ability to select and use specific innovations appropriate to one’s interests and needs.
ICT literacy, which is increasingly referred to as the fourth literacy, is neither as well defined nor as readily assessed as reading, writing, and arithmetic (Mirray and Perez, 2010).
The importance for the public and educators to be proficienttechnology users since technology literacy is one of the important skills in the 21st century (Eisenberg et al, 2010).
Technology literacy is hampered by well-intentioned educators who are trying to develop checklists and tests (Miners, 2007).
Pérez, J., & Murray, M. (2010). Generativity: The New Frontier for Information and Communication Technology Literacy. Interdisciplinary Journal Of Information, Knowledge & Management, 5127-137. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=58079824
Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Library Media Connection, 28(6), 24-27. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=50728714
Miners, Z., & Pascopella, A. (2007). The NEW Literacies. District Administration, 43(10), 26-34. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27024204
NAEP Will Include Technology Literacy in 2012. (Cover story). (2008). Electronic Education Report, 15(20), 1-7. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62828392
Heller-Ross, H. (2004). Reinforcing information and technology literacy. College & Research Libraries News, 65(6), 321-325. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13541089
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Do you have ideas and materials regarding Media and Technology Literacy and Skills? Pls contribute…
+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++
Why we are here today? We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis. How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust.
how do these three items assist a better analysis of policies?
Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias
Feel free also to use the following guidelines when establishing the veracity of information:
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature: https://youtu.be/qUd_gf2ypk4
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.
++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience
Our first Library 2.022 mini-conference: “Virtual Reality and Learning: Leading the Way,” will be held online (and for free) on Tuesday, March 29th, 2022.
Virtual Reality was identified by the American Library Association as one of the 10 top library technology trends for the future. The use of this technology is equally trending in the education, museum, and professional learning spheres. Virtual Reality is a social and digital technology that uniquely promises to transform learning, build empathy, and make personal and professional training more effective and economical.
Through the leadership of the state libraries in California, Nevada, and Washington, Virtual Reality projects have been deployed in over 120 libraries in the three states in both economically and geographically diverse service areas. This example, as well as other effective approaches, can help us to begin a national conversation about the use of XR/immersive learning technology in libraries, schools, and museums; and about making content available to all users, creating spaces where digital inclusion and digital literacy serves those who need it the most
This is a free event, being held live online and also recorded. REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.
Everyone is invited to participate in our Library 2.0 conference events, which are designed to foster collaboration and knowledge sharing among information professionals worldwide. Each three-hour event consists of a keynote panel, 10-15 crowd-sourced thirty-minute presentations, and a closing keynote.
CALL FOR PROPOSALS:The call for proposals is now open. We encourage proposals that showcase effective uses of Virtual Reality in libraries, schools, and museums. We encourage proposals that also address visions or examples of Virtual Reality impacting adult education, STEM learning, the acquisition of marketable skills, workforce development, and unique learning environments.. Proposals can be submitted HERE.
KEYNOTE SPEAKERS, SPECIAL GUESTS, AND ORGANIZERS:
Sara Jones
State Librarian, Washington State Library
Sara Jones previously served as the director of the Marin County Free Library since July 2013. Prior to her time in California, Jones held positions in Nevada libraries for 25 years, including serving as the Carson City Library Director, the Elko-LanderEureka County Library System Director and Youth Services Coordinator, and Nevada State Librarian and Administrator of the State Library and Archives from 2000-2007. Jones was named the Nevada Library Association’s Librarian of the Year in 2012; served as Nevada’s American Library Association (ALA) Council Delegate for four years; coordinated ALA National Library Legislative Day for Nevada for 12 years; served as the Nevada Library Association president; was an active member of the Western Council of State Libraries serving as both vice president and president; and served on the University of North Texas Department of Library and Information Sciences Board of Advisors for over 10 years. She was awarded the ALA Sullivan award for services to children in 2018. She is a member and past-president of CALIFA, a nonprofit library membership consortium.
Tammy Westergard
Senior Workforce Development Leader, Project Coordinator – U.S. Department of Education Reimagine Workforce Preparation Grant Program – Supporting and Advancing Nevada’s Dislocated Individuals – Project SANDI
As Nevada State Librarian (2020 – 2021), Tammy Douglass Westergard was a leader in envisioning the dynamic roles of libraries in the future of learning and democracy in America. Tammy was also named the Nevada Library Association’s 2020 Librarian of the Year. She deployed the first certification program within any public library in America where individuals can earn a Manufacturing Technician 1 (MT1), a nationally recognized industry credential necessary to get many of the high paying careers in advanced manufacturing. In parallel with California public libraries, Westergard launched in Nevada the first State-wide learning program in American public libraries delivering augmented reality and virtual reality STEM content and equipment, resulting in immersive learning experiences for thousands of learners. Westergard imagined and then became the project design leader for the first-ever initiative deploying 3D learning tools for the College of Southern Nevada’s (CSN) allied health programs. As a result, CSN is the first dialysis technician training program in the world to use a virtual reality simulation for instruction and CSN was able to accept remote, online learners into its program for students who were previously unable to access the program.Tammy received her bachelor’s degree from the University of Nevada, Reno, a Master of Library Science from the University of North Texas and is a member of Beta Phi Mu, the international library and information studies honor society. She is a member of the International Advisory Board of the Vaclav Havel Library Foundation. The Library Journal named Westergard an “Agent of Change Mover and Shaker.” Tammy’s great passion is advancing educational opportunities through the library. She believes there is dignity in work, which is why she is expanding first-in-the-country programs she created that help displaced workers reskill and upskill so they can step into living wage jobs.
Greg Lucas
California State Librarian
Greg Lucas was appointed California’s 25th State Librarian by Governor Jerry Brown on March 25, 2014. Prior to his appointment, Greg was the Capitol Bureau Chief for the San Francisco Chronicle where he covered politics and policy at the State Capitol for nearly 20 years. During Greg’s tenure as State Librarian, the State Library’s priorities have been to improve reading skills throughout the state, put library cards into the hands of every school kid and provide all Californians the information they need – no matter what community they live in. The State Library invests $10 million annually in local libraries to help them develop more innovative and efficient ways to serve their communities. Since 2015, the State Library has improved access for millions of Californians by helping connect more than half of the state’s 1,100 libraries to a high-speed Internet network that links universities, colleges, schools, and libraries around the world. Greg holds a Master’s in Library and Information Science from California State University San Jose, a Master’s in Professional Writing from the University of Southern California, and a degree in communications from Stanford University.
Milton Chen
Independent Speaker, Author, Board Member
Milton says that he has had a very fortunate and fulfilling career on both coasts, working with passionate innovators to transform education in creative ways. His first job out of college was at Sesame Workshop in New York, working with founder Joan Cooney and some amazingly talented colleagues in TV production and educational research. From 1976 to 1980, he worked in the research department, creating science curricula for Sesame Street and testing segments for The Electric Company, the reading series. He then served as director of research for the development of 3-2-1 Contact, a science series for 8- to 12-year-olds. Eventually, Sesame Street circled the globe, with broadcasts in more than 100 countries and versions in Spanish, Chinese, Arabic, and many other languages. He then came to the Bay Area to pursue doctoral studies in communication at Stanford. His dissertation looked at gender differences in high school computer use, including new desktop computers we called “microcomputers.” After two years as an assistant professor at the Harvard Graduate School of Education, he joined KQED-San Francisco (PBS) in 1987 as director of education. They worked with teachers to incorporate video into their lessons, using VCRs! He wrote my first book, The Smart Parent’s Guide to Kids’ TV (1994) and hosted a program on the topic with special guest, First Lady Hillary Clinton. In 1998, he joined The George Lucas Educational Foundation as executive director. During his 12 years there, thjey produced documentaries and other media on schools embracing innovations such as project-based learning, social/emotional learning, digital technologies, and community engagement. They created the Edutopia brand to represent more ideal environments for learning. Today, the Edutopia.org website attracts more than 5 million monthly users.
Karsten Heise
Director of Strategic Programs, Nevada Governor’s Office of Economic Development (GOED) i
Karsten Heise joined the Nevada Governor’s Office of Economic Development (GOED) in April 2012 initially as Technology Commercialization Director and then continued as Director of Strategic Programs. He leads Innovation Based Economic Development (IBED) in Nevada. As part of IBED, he created and manages Nevada’s State Small Business Credit Initiative (SSBCI) Venture Capital Program. He also leads and overseas the ‘Nevada Knowledge Fund’ to spur commercialization at the state’s research institutions and to foster Research & Development engagements with the private sector as well as supporting local entrepreneurial ecosystems and individual startups. In addition, Karsten is deeply familiar with the European vocational training system having completed his banking-apprenticeship in Germany. This experience inspired the development of the ‘Learn and Earn Advanced career Pathway’ (LEAP) framework in Nevada, which progressed to becoming the standard template for developing career pathway models in the state. He is deeply passionate about continuously developing new workforce development approaches dealing with the consequences of the Fourth Industrial Revolution. Prior to joining the GOED, Karsten spent five years in China working as an external consultant to Baron Group Beijing and as member of the senior management team at Asia Assets Limited, Beijing. Before relocating to Beijing, Karsten worked for 10 years in the international equity divisions of London-based leading Wall Street investment banks Morgan Stanley, Donaldson, Lufkin & Jenrette (DLJ), and most recently Credit Suisse First Boston (CSFB). As Vice President at CSFB, he specialized in alternative investments, structured products, and international equities. His clients were entrepreneurs, ultra-high net worth individuals and family offices as well as insurance companies, pension funds, asset managers and banks. Karsten speaks German and Mandarin Chinese. Karsten completed his university education in the United Kingdom with a Bachelor of Science with First Class Honours in Economics from the University of Buckingham, a Master of Science with Distinction in International Business & Finance from the University of Reading, and a Master of Philosophy with Merit in Modern Chinese Studies, Chinese Economy from the University of Cambridge – Wolfson College. He is also an alumnus of the Investment Management Evening Program at London Business School and completed graduate research studies at Peking University, China.
Dana Ryan, PhD
Special Assistant to the President, Truckee Meadows Community College
With a doctorate in educational leadership from the University of Nevada, Reno, Dana has decades advancing education and training solutions to meaningfully link, scale, enhance and further develop digital components in healthcare, advanced manufacturing, logistics, IT and construction trades. She understands the WIOA one-stop-operating-system programs and processes and can communicate how delivery of services to clients through local offices, regional centers and libraries is achieved. Skill with analysis of a variety of labor market and other demographic information creates excellence in explaining the relevance of labor market data and local, state, and national labor market trends. Dana interfaces with labor and management groups/leaders, and others.
This is a free event, being held live online and also recorded. REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.
“The #DLFteach Toolkit 2.0 focuses on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. As 3D/VR technology becomes relevant to a wide range of scholarly disciplines and teaching context, libraries are proving well-suited to coordinating the dissemination and integration of this technology across the curriculum. For our purposes, 3D technology includes, but is not limited to Augmented Reality (AR) and Virtual Reality (VR) technologies, 3D modeling and scanning software, 3D game engines and WebGL platforms, as well as 3D printers and extruders. While 3D/VR/AR technologies demonstrate real possibilities for collaborative, multidisciplinary learning, they are also fraught with broader concerns prevalent today about digital technologies.”
Part of the Debates in the Digital Humanities Series A book series from the University of Minnesota Press Matthew K. Gold and Lauren F. Klein, Series Editors
Defintion
Critical infrastructure studies has emerged as a framework for linking thought on the complex relations between society and its material structures across fields such as science and technology studies, design, ethnography, media infrastructure studies, feminist theory, critical race and ethnicity studies, postcolonial studies, environmental studies, animal studies, literary studies, the creative arts, and others (see the CIstudies.org Bibliography )
An informal consensus seems to have emerged that if students in the humanities are going to make use of quantitative methods, they should probably first learn to program. Introductions to this dimension of the field are organized around programming languages: The Programming Historian is built around an introduction to Python; Matthew Jockers’s Text Analysis with R is at its heart a tutorial in the R language; Taylor Arnold and Lauren Tilton’s Humanities Data in R begins with chapters on the language; Folgert Karsdorp’s Python Programming for the Humanities is a course in the language with examples from stylometry and information retrieval.[11] “On the basis of programming,” writes Moretti in “Literature, Measured,” a recent retrospective on the work of his Literary Lab, “much more becomes possible”
programming competence is not equivalent to competence in analytical methods. It might allow students to prepare data for some future analysis and to produce visual, tabular, numerical, or even interactive summaries; Humanities Data in R gives a fuller survey of the possibilities of exploratory data analysis than the other texts.[15]Yet students who have focused on programming will have to rely on their intuition when it comes to interpreting exploratory results. Intuition gives only a weak basis for arguing about whether apparent trends, groupings, or principles of variation are supported by the data.
From Humanities to Scholarship: Librarians, Labor, and the Digital
First hired as a “digital humanities librarian,” I saw my title changed within less than a year to “digital scholarship librarian,” with a subject specialty later appended (American History). Some three-plus years later at a different institution, I now find myself a digital-less “religion and theology librarian.” At the same time, in this position, my experience and expertise in digital humanities (or “digital scholarship”) are assumed, and any associated duties are already baked into the job description itself.
Jonathan Senchyne has written about the need to reimagine library and information science graduate education and develop its capacity to recognize, accommodate, and help train future library-based digital humanists in both computational research methods and discipline-focused humanities content (368–76). However, less attention has been paid to tracking where these digital humanities and digital scholarship librarians come from, the consequences and opportunities that arise from sourcing librarians from multiple professional and educational stations, and the more ontological issues associated with the nature of their labor—that is, what is understood as work for the digital humanist in the library and what librarians could be doing.
What do you think is the current status of XR experiences? Are most of them accessible?
As with all technology, XR is evolving. The current status in terms of accessibility is that more folks need to be educated about accessibility in the VR space. In general, most experiences are not accessible, yet.
My current research with VEIL (Virtual Experience Interaction Lab https://www.veilab.org/) involves examining Design Patterns in VR. My future work involves research into inclusive and accessible XR. In addition, I am working on a book that will be related to XR and spatial computing.
Manufacturers set the pace in the Augmented Reality race
Vuforia® Expert Capture Technology and Microsoft’s HoloLens glasses were used to create a virtual guide hosted in the cloud and then accessed by engineers in a number of factories across the UK
Industry has been searching for some time for an answer to an ageing workforce and the worrying scenario of traditional engineering skills being potentially lost forever.
AR can be used to record skills as engineers are performing them, saving them in the Cloud for generations to come – almost like a virtual technical library.
Importantly, these instructions can be delivered at the point of use, which has been proven to speed up learning.
“CCC Webinar – Copyright Basics for Academia”
Date Time: Mar 4, 2021 01:00 PM Eastern Time (US and Canada)
CopyRight Clearance Center
John Savage, not a legal advise, this is a seminar. jsavage@copyright.com. Client Engagement Manager. License agreements, additional solutions
content use today
the velocity of content sharing is on the rise. an average of 9 per week. sharing not only internal, but external sources.
CCC, founded 1978, non profit, reproduction rights organziation, like many other countries (Japan has 3). started as a licensing organization. navigate vast amount of data, make informed decisions. 16.5% possibility for unlicensed sharing of info.
THe COVID situation increased further content sharing.
methods for sharing content are shifting. email remains the preferred method of sharing. Intranet posting remains. MS Teams, Google Meet, Slack and other collaboration tools
US copyright basics
purpose of copyright. US Constitution, Article 1, Section B
To promote the progress of science and useful arts, by securing for limited times…”
US copyright law protects the rights of authors of “original works of authorship”
106 exclusive rights of the rights holder. 5 exclusive rights: reproduction; distribution of copies ; create a derivative work; perform publicly; display publicly.
After 1978 (70 years rule, after author’s death), the author has copyrights
Works for hire, anonymous, 95 years from publication, 120 years
public domain: works of the US federal government when used in the US.
works published before 1926; from 1926 to 1963 failed to register or renew copyright registration; prior to 1989 and failed to include copyright notice
OER: logistical nightmare; open doesn’t always mean free; fair use may not apply; copyright permissions may be difficult and expensive
copyright registration : creates a searchable public record; required to sue for infringement
copyright notice: not required but recommended; copyright registration not required to display the copyright symbol (since 1989).
attribution: not a substitute for permission
public domain: does not mean “publicly available”
copyright infringement
limitations and exceptions
US Code Title 17, Chapter 1 # 101 #107 3108 #109 #110 #122
Fair Use: it is a legal defense. attempt to balance rights of
4 Fair Use factors considered by courts. it can be slippery slope
#110(1) performance and display in the classroom. in a F2F classroom, copies to help students is allowed. in the course of teaching activities. for non profit ed institutions
#110(2) for online distance education TEACH Technology, Education, and Copyright Harmonization Act of 2002
#108 reproduction by libraries and archives. exemptions ILL and coped for patrons. Digital copies for library’s own use . for preservation and replacement. No more then a single copy per patron. also limitations on types of materials.
strategies for success
annual copyright license
campus-wide coverage
get it now service (document delivery service). Augments ILL operation. In cooperatin with Elsevier and more
Q&A:
Is copyright permission needed for URL use in the classroom? If so, what are the best methods for obtaining copyright permission for URLs?
What solutions does CCC provide for libraries wanting to provide electronic article access to students for their courses for material they don’t subscribe to.
How can one found out if one’s library is covered by a campus-wide license.
I am working with a student who would like to include figures from published academic articles and books in his dissertation. If he is not able to obtain permissions before the due date, does it seem like this would fall under fair use for academic purposes (not publishing or profit)? Thank you.
How does controlled digital lending (CDL) operate in an academic environment. Can you digitize an analog book owned by the library for posting in Moodle to support distance learning?
How can a user know what is and what is not the core of the document? or Book?
What about providing a link to an article or other material that is publicly available when you click on the link? How/why is that different from printing it and distributing it?
Can an author send her article to participants in the journal club? (journal not subscribed to by library or attendees).
