The potential benefits and risks of children’s use of digital media have long been an active topic of discussion in both the popular media and in the research literature. The risk narrative has been especially prevalent in popular media discourse, often couching young people’s digital information practices in terms of “technopanics”—adult perceptions of young people’s use of digital media as fundamentally negative.
Educators, parents and other professionals are invited to attend the 18th Annual Safe Schools Initiative Seminar to discuss multidisciplinary approaches to quickly identify, assess and intervene with students exhibiting concerning or threatening behaviors.
The University at Buffalo's Graduate School of Education and School of Law will hold a virtual panel to clarify the conversation about the state legislation focused on the nature and history of race and racism and concerns about critical race theory in education in the United States.
Open science strives to make the research enterprise more transparent, accessible and accountable. The information professions have played a key role in promoting aspects of open science, such as open access. Other aspects of open science associated with the communication and acknowledgment of scholarship have not been as widely implemented or studied to date. This presentation addresses research in two emerging areas of open science scholarly communication: data citation and open peer review (OPR).
Gabrielle Consing, a student in the Graduate School of Education’s mental health counseling program, used a new method while tutoring young readers at the Charter School for Applied Technologies last summer.