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In order to comply with the new Common Core standards, it is imperative teachers, particularly those at the elementary levels, incorporate English/Language Arts (ELA) in their social studies classes. These reading, writing, speaking, and listening foci, through the use of informational texts, necessitate strategies to help students meet these standards. They also help students learn social studies content and gain historical understanding. Teachers can meet these standards through an adapted Jigsaw strategy using primary source materials. We review a modified Jigsaw strategy; we call a “Source-Focused Jigsaw.” An aspect of this type of Jigsaw is its allowance of students to focus on the similarities and differences between multiple documents, which is a specific emphasis of the Common Core Standards. This strategy allows young learners to think like a historian and to understand various sources often contain different information. They also learn multiple sources may be necessary to for decision-making. The authors provide lesson examples of its use with social studies informational texts and ELA.

Observations have been made that mental health students receive very little support following observing patients displaying suicidal behaviour. The purpose of this paper is to conduct a small‐scale empirical study to investigate this issue further.

The approach used in this study is phenomenological. Qualitative data were obtained through semi‐structured interviews consisting of a range of questions asking mental health student nurses about their experiences of support in practice. The data are analysed using thematic analysis.

As well as issues relating to the support of mental health student nurses in practice, there are many ethical issues raised in this paper. These include student responsibilities while in placement areas; students as having a supernumerary status; and the inclusion of students in supervision and debriefing sessions following traumatic incidents.

This small‐scale exploratory study was conducted with a small number of students in one University. However, the study provides a strong starting point for further research on the support students receive during their mental health nurse training.

This paper makes some recommendations on ways to improve the support of students in practice, including maintaining and supporting the role of Practice Experience Managers who spend a considerable amount of time in placement areas interacting with students and feeding back relevant practice concerns to University staff.

All of us in the library community are familiar with the impact of the MARC (machine‐readable cataloging) record on library operations. Whether we specialize in administrative, systems, public, or technical services, we recognize the MARC record as a standard data storage format that has made it easier to produce, store, and retrieve data. Few disagree that widespread adoption of the MARC record has enabled libraries to realize the full benefits of automation.

Large numbers of nursing students and the COVID-19 pandemic made it necessary to relieve the pressure on UK hospitals to host clinical placements. One hospital innovated by providing a virtual placement online, immediately before an in-person placement. The purpose of this study is to evaluate the participant responses to the online virtual placement.

This was a pilot study evaluated after the placement, including a student survey (25 responses), four semi-structured interviews with students and four with staff in spring 2021.

High levels of approval of the innovation were recorded among both students and staff. Students were pleased to be taught by clinical experts, though some found it difficult to study at home and some found the hours long. High satisfaction levels may reflect the pandemic context: the placement reduced social isolation and the sense of education being interrupted. Participating students were in their final year of study, and the placement took place in the second year of the pandemic, so mutual familiarity and well-developed information technology skills may have made the innovation more acceptable.

The innovation has value and should be maintained post-pandemic to increase mental health in-person placement capacity and scaffold student learning.

This study added new knowledge to understanding about the utility of virtual placements in mental health nursing education.

An ever-growing body of knowledge demonstrates the correlation among real-world phenomena and search query data issued on Google, as showed in the literature survey introduced in the following. The purpose of this paper is to introduce a pipeline, implemented as a web service, which, starting with recent Google Trends, allows a decision maker to monitor Twitter’s sentiment regarding these trends, enabling users to choose geographic areas for their monitors. In addition to the positive/negative sentiments about Google Trends, the pipeline offers the ability to view, on the same dashboard, the emotions that Google Trends triggers in the Twitter population. Such a set of tools, allows, as a whole, monitoring real-time on Twitter the feelings about Google Trends that would otherwise only fall into search statistics, even if useful. As a whole, the pipeline has no claim of prediction over the trends it tracks. Instead, it aims to provide a user with guidance about Google Trends, which, as the scientific literature demonstrates, is related to many real-world phenomena (e.g. epidemiology, economy, political science).

The proposed experimental framework allows the integration of Google search query data and Twitter social data. As new trends emerge in Google searches, the pipeline interrogates Twitter to track, also geographically, the feelings and emotions of Twitter users about new trends. The core of the pipeline is represented by a sentiment analysis framework that make use of a Bayesian machine learning device exploiting deep natural language processing modules to assign emotions and sentiment orientations to a collection of tweets geolocalized on the microblogging platform. The pipeline is accessible as a web service for any user authorized with credentials.

The employment of the pipeline for three different monitoring task (i.e. consumer electronics, healthcare, and politics) shows the plausibility of the proposed approach in order to measure social media sentiments and emotions concerning the trends emerged on Google searches.

The proposed approach aims to bridge the gap among Google search query data and sentiments that emerge on Twitter about these trends.

Presents suggested titles for libraries to obtain, selected from the 2001 Poets House Showcase at which 1,300 books of poetry from various publishers were displayed. Suggests a further source of information in this field.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.

Through the approach presented here, the authors created an investigation, utilizing the SOURCES Framework for Teaching with Primary and Secondary Sources, to allow their students to better understand that many people, specifically many dynamic women from diverse backgrounds, played vital roles, individually and collectively, in the fight for independence and, ultimately, the creation of the United States of America.

The SOURCES Framework for Teaching with Primary and Secondary Sources is a framework that was developed to scaffold the learning process for students to replicate that which is done by historians. This approach allows students in the classroom, in a structured manner, to analyze primary and secondary sources in authentic and engaging ways in pursuit of answers to an essential question, and others of interest to each student, regarding historical events, controversy, etc. This process empowers students to think critically, weigh various perspectives and accounts and to develop their own evidence-based response to an essential question that is central to guiding and driving inquiry.

Through the analysis of primary and secondary sources related to women’s roles and efforts during the American Revolution, students were able to develop their own evidence-based narratives to answer the essential question of “What were the different roles women played during the American Revolution?”

The authors of the manuscript outline a unique approach to teaching students about the importance of women to the independence efforts in the United States during the late 18th century. Teachers of all grade levels and various content can modify and adapt the methods and resources presented here.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the fifteenth to be published in Reference Services Review, includes items in English published in 1988. A few are not annotated because the compiler could not obtain copies of them for this review.