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The purpose of this paper is to determine the influence of students’ profiles and the usage of e-books, online educational materials, and other programming books on the adoption of printed programming textbooks for computing students. It was hypothesized that the predictor variable set could not explain any of the variance of the dependent variables.

This descriptive study utilized a content-validated questionnaire. The study involved 190 student participants. Canonical correlation analysis was employed to determine whether students’ profiles and use, perceived usefulness, and preference of e-books, online educational materials, and other programming books explained any variance in printed programming textbook adoption.

Printed programming textbook adoption could be explained by two functions. The first function revealed that the use and the perceived usefulness of textbooks were positively influenced by the use of e-books and other programming books and by the perceived usefulness of e-books, fora/blogs, other programming books, and YouTube. The second function revealed that the use of printed programming textbooks alone was positively influenced by the use of e-books and other programming books but was negatively influenced by the perceived usefulness of programming websites and YouTube and by the preference of programming websites over textbooks.

The study provided empirical evidence that e-books, other programming books, and online educational materials provide additional resources to students. Thus, e-books, online educational materials, and other programming books complement, rather than threaten, the existence of printed programming textbooks.

This article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and resources online for educational opportunity program (EOP) students when considering these students' specific technology usage patterns and the need for face‐to‐face mentoring. The article seeks to make recommendations for libraries that intend to develop successful programming and interactions with transitional students online; and to bring to light the need for future research concerning the creation and usage of online educational support structures that specifically serve the EOP community.

A literature review discusses technology and academic library outreach programming as well as the historic and current digital divide and learning styles of EOP transitional students. Recommendations are made for how to best meet EOP student needs online to support the traditional in‐person programming in which these students succeed.

Identifying successful learning structures and potential technology usage patterns of EOP students provided the foundation for this article. Developing library outreach and programming within the online platforms EOP students access and utilize is necessary to support continued face‐to‐face interactions in an academic setting. More research is necessary in order to support transitional students in a digital format.

This article describes digital outreach efforts targeting non‐campus and campus communities, in particular within EOP transitional programming. It inquires about how to best meet transitional students in a digital format when they have historically succeeded in face‐to‐face educational interactions and settings.

This paper aims to propose a new technique for programming robotized machining tasks based on intuitive human–machine interaction. This will enable operators to create robot programs for small-batch production in a fast and easy way, reducing the required time to accomplish the programming tasks.

This technique makes use of online walk-through path guidance using an external force/torque sensor, and simple and intuitive visual programming, by a demonstration method and symbolic task-level programming.

Thanks to this technique, the operator can easily program robots without learning every robot-specific language and can design new tasks for industrial robots based on manual guidance.

The main contribution of the paper is a new procedure to program machining tasks based on manual guidance (walk-through teaching method) and user-friendly visual programming. Up to now, the acquisition of paths and the task programming were done in separate steps and in separate machines. The authors propose a procedure for using a tablet as the only user interface to acquire paths and to make a program to use this path for machining tasks.

The purpose of this paper is to examine the ways in which early adolescent programmers embed meaning in their digital media created within an online programming community called Scratch.

The author completed an 18-month descriptive case study with 5 early adolescent participants. The research design included a multimodal analytic analysis of participant artifacts and inductive analysis of semi-structured interviews and transcription frames.

Participants embedded meaning to achieve four primary purposes, namely, to guide visitors through exhibits, to story, to engage in conversation and to game. To achieve each goal, the participants embedded unique semantic cues within specific Scratch structures.

Questions for how researchers in literacy and learning can further explore meaning-making within programming-as-writing are suggested.

Connections to the supportive structures within Scratch are discussed in the context of programming-as-writing. Considerations regarding the use of Scratch to promote programming-as-writing are provided for educators.

The findings in this study provide an introductory step toward an enhanced understanding of the ways in which youth embed meaning into digital media as they engage in programming-as-writing. Although coding has been researched within the context of computer science, the use of coding in multimodal composition should be explored as it relates to literacy practices.

Fillet welding is one of the most widespread types of welding in the industry, which is still carried out manually or automated by contact. This paper aims to describe an online programming system for noncontact fillet welding robots with “U”- and “L”-shaped structures, which responds to the needs of the Fourth Industrial Revolution.

In this paper, the authors propose an online robot programming methodology that eliminates unnecessary steps traditionally performed in robotic welding, so that the operator only performs three steps to complete the welding task. First, choose the piece to weld. Then, enter the welding parameters. Finally, it sends the automatically generated program to the robot.

The system finally managed to perform the fillet welding task with the proposed method in a more efficient preparation time than the compared methods. For this, a reduced number of components was used compared to other systems: a structured light 3 D camera, two computers and a concentrator, in addition to the six-axis industrial robotic arm. The operating complexity of the system has been reduced as much as possible.

To the best of the authors’ knowledge, there is no scientific or commercial evidence of an online robot programming system capable of performing a fillet welding process, simplifying the process so that it is completely transparent for the operator and framed in the Industry 4.0 paradigm. Its commercial potential lies mainly in its simple and low-cost implementation in a flexible system capable of adapting to any industrial fillet welding job and to any support that can accommodate it.

In this study, a robotic robust system is achieved, aligned to Industry 4.0, with a friendly, intuitive and simple interface for an operator who does not need to have knowledge of industrial robotics, allowing him to perform a fillet welding saving time and increasing productivity.

The purpose of this chapter is to share the structure and strategies that institutions can use to transform the experience of students learning at a distance. Details on how one of the largest educational systems in the United States, the State University of New York (SUNY), reshaped the student online learning experience via the “Open SUNY” model will be described. Specific strategies for infusing existing models of support with new ways of thinking will be explained.

In particular, this chapter will explore the infrastructure of the Open SUNY model of collaboration, the use of the Open SUNY Institutional Readiness approach for preparing colleges to deliver quality online programming, and the unique Open SUNY+ Signature Element program for assessing the quality of online programming and support structures.

This chapter will also highlight the efforts of one campus, SUNY Canton, to leverage Open SUNY and take its signature element on student engagement to the next level. A case study on Canton will show how the campus incorporated online students in all aspects of campus life to reduce student isolation. Specific online student engagement strategies will be provided.

In the wake of the fourth industrial revolution, where most information is accessible online, archives should be visible online for them to fulfil their legislated mandate and facilitate access to information resources. The Covid-19 pandemic has further underscored the importance of online platforms in making archives accessible without the public having to visit archival institutions physically. The purpose of this study is to examine the extent to which public archival institutions of South Africa are visible online with the view to deepen their understanding of how archives promote themselves online.

The study employed content analysis to establish the online content of public archival institutions in South Africa. A google search was conducted using the names of the archival institutions as search terms. The top results obtained after the search were recorded for further analysis.

The findings suggest that public archival institutions in South Africa have limited online presence. Only the National Archives of South Africa had an active website with collections that are accessible online. Some provincial archives had websites hosted by their parent bodies while others had no websites at all. Only the Limpopo and Eastern Cape provincial archives had their Facebook pages in the top results. There were no signs of other social media sites in the top results.

The study concludes that public archival institutions are not visible online. All provincial archives need to have websites where they can be accessed. The use of social media platforms needs to be prioritised. In this fourth industrial revolution age, people communicate and interact online. Public archival institutions should therefore make it their primary mandate to take the archives to where the people are currently meeting.

Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly referred to as bystander intervention models (BIMs). More recently, BIMs have been modified to facilitate initiatives to prevent various forms of online victimization. This chapter begins with a review of BIMs and recent applications of bystander intervention research to online environments. We also present several future directions for research along with applications for reducing technology-facilitated violence, including programming recommendations and theoretical development.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.