The Moby Bookmobile: Providing Health Education Materials in Wyoming Indian Country.

The COVID-19 pandemic made it difficult for Native American populations to access health information. Through funding from the Network of The National Library of Medicine Region 4, a community library was able to enhance their native and nonnative health collections for distribution on the Wind River Reservation in Central Wyoming. The book mobile was originally funded by the Wyoming State Library through American Rescue Plan Act of 2021 funding to increase literacy efforts during the pandemic. Materials were distributed at multiple locations throughout the reservation and individuals indicated they appreciated the materials being provided. This program was successful in distributing health information to an underserved priority population within the United States. Hopefully, similar programs would be successful in enhancing health education programs with other priority populations in both the United States and the world.

The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic

During the COVID-19 pandemic, abnormal conditions potentially lessened community partnerships in school-based management (SBM), such as democratic erosion at the decision-making or policy-making levels at school. To address these issues, this study aimed at investigating the implementation of SBM at an Islamic elementary school in Indonesia. In this study, a mixed-method research design was used, with 510 participants surveyed for quantitative data and 50 participants interviewed for qualitative data. During the pandemic, it was discovered that SBM did not perform as expected. Moreover, school principals had to make a majority of important decisions regarding the organization of school activities. They were also in charge of putting decisions and policies into action. These findings indicate that democratic principles were violated in the implementation of SBM during the pandemic. In other words, the principals and school committee partnership did not run well since the headmaster dominated the policy making on any activities without considering the voice of the school committee. Through these findings, it can be recommended that the government conduct a comprehensive evaluation of the implementation of SBM at the Islamic school level during the pandemic, and bring together principals and school committees in intense joint meetings. © 2023 Conscientia Beam. All Rights Reserved.

Promoting Health Literacy Among Adult ELLs Virtually During COVID-19.

The adult English language learner (ELL) population is often overlooked in health literacy discussions, which can result in perpetuating low health literacy and unfamiliarity with and low access to community resources. Health literacy interventions can reduce the impacts of social determinants of health. We examine the experience of a virtual health literacy educational course, Health in the English Language, for ELLs at Alaska Literacy Program (ALP), an Anchorage nonprofit. Our class was designed to help students navigate interactions with health care services, including medical care, pharmacy, health insurance, and nutrition resources. After 2 years of in-person teaching by university undergraduates, COVID-19 required a pivot to virtual instruction in Zoom in the summer of 2020. Instructors describe lessons learned and adjusting to student needs, community-building and personal connections, and the complexities of the topic of health literacy. ALP collaboration with university students continues to be a successful partnership to build health literacy capacity. Adoption of virtual instruction during COVID demonstrated the role that partnerships between nonprofits and university students can play to benefit all partners in the collaboration.

Rural Libraries as Resources and Partners for Outside Active Play Streets.

BACKGROUND: Urban and rural areas have different types of built environments and community infrastructure, which lead to different types of successful community-based physical activity initiatives. Temporary Play Streets are a supported way to increase physical activity and perceptions of the built environment as a space for active lifestyles. PURPOSE: Within the field of public health, public libraries constitute an underutilized community partner. To begin to understand the capacity of rural librarians to support rural Play Streets, a cross-sectional questionnaire was developed for distribution to rural librarians. METHODS: The sampling frame targeted members of the membership-based U.S. Association for Rural & Small Libraries (ARSL). Among respondents, 65% reported offering outdoor physical activity programs in the past, and 61% reported continuing to offer versions of this programming during the COVID-19 pandemic. Librarians work with a broad range of community partners on this programming, and already own much of the equipment necessary for a successful Play Streets initiative. CONCLUSIONS: The results of this study corroborate claims from previous research, which shows that in small and rural communities, public libraries have the capacity to play a role in promoting physical activity through involvement in community partnerships. Additional work is needed to understand, evaluate, and support this opportunity to weave rural librarians into community-based physical activity promotion efforts more fully.

'We are trying.' Portraits of black goodness in spite of anti-Black schooling

This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black teachers. Yet, these practices and policies also enhanced interactions by prompting advocacy and subversive action. I conclude by contending that anti-Black schooling is habitual. I show how the enactment of race-neutral policies and practices led to anti-Black outcomes and I connect these policies and practices to the interactions that took place throughout one school community during the 2020-2021 school year. Ultimately, I assert that schooling for Black students, namely those in resource deprived schools, is rife with anti-blackness that demands Black people exude Black goodness to succeed, and at times, merely survive. This study contributes to research, policy, and practice conversations on segregated schooling, racialized organizations, and family-school relations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Cultural commons as a key for bottom-linked policies. An exploration of the support for public and community partnerships in Barcelona

This article aims to heighten our understanding of community managed cultural facilities, considering that these may be key for the future of cities. The research includes observant participation, thematic analysis of group debates and in-depth interviews with activists and professionals in the domain of community action in Barcelona. I document the construction of active collaboration networks of a wide variety of organizations fostering cultural commons in Barcelona, and highlight the efforts they have made to develop performance assessment tools. The conclusions consider the issue of mutual understanding between neighborhood movements, community action professionals, and the social economy sector. I underline how public-community partnerships can use networking activities to develop a constructive and critical approach to public service delivery and enhance collective learning about economic democratization. Vital importance is given to institutionalization of regulatory tools and the indicators needed to assess the value added by these partnerships. Experiences of local development through the management of cultural spaces (Klein and Tremblay, 2020) drive us to question the role of self-organized community actors in fostering the democratization of everyday life. Actual cases of community empowerment and, specifically, the way it develops in those environments known as the urban commons and the cultural commons, have attracted interest from both academia and the policy domain around the globe (Antonucci 2020;Feinberg, Ghorbani, and Herder 2020, 2021;Giannini and Pirone 2019;Kay and Wood 2020;Petrescu et al. 2020;Shah and Garg 2017;Steiner, McMillan, and Hill O'Connor 2022;Williams 2018). In Barcelona, over the last decade, bookended by the effects of the Great Recession and the outbreak of the COVID-19 pandemic, there has been growing recognition for the socially innovative potential of those spaces and cultural projects set up by communitarian platforms involving committed local residents as the managers of cultural practices;at the same time, these initiatives have also gained prestige among the general public. As a particular manifestation of spaces of hope (Harvey 2000), community-led cultural centers are one specific subtype in the vast domain of urban commons where struggles are taking place to regain citizenship governance over water, food supply, energy distribution, housing or the public sphere, among others. As initiatives promoting cultural emancipation, collective learning and autonomous creation, these centers react against austerity policies and social vulnerability. Despite the wide diversity in their focal points, in their organizational formulas and in their scales of action, they coincide in that they act upon urban economies and social relationships to push for a general move toward democratization and decommodification. Thus, in addition to promoting cultural activities, many of these centers undertake initiatives that address a large number of current societal challenges. These are initiatives that envision the construction of other imaginaries of possibility. In Barcelona, the development of different initiatives into a political movement, with its own particular platform of associations called Xarxa d'Espais Comunitaris (Network of Communitarian Spaces), is proof of the existence of a ‘community-management' model for cultural facilities. The network includes initiatives with a wide variety of organizational forms, from okupa (squatters) social centers to officially recognized platforms that run public facilities under agreements with public administrations. … the forms of community-management are diverse (self-management of squatted or private spaces, management of municipal facilities and resources, cooperatives in rented premises, etc.) and are not based on a single model of work but are defined in a variety of ways that have to do with values, objectives and organizational models, in terms of the management of collective needs and their relationship with the shared re ources of a given territory (Balanç Comunitari 2017-2020, Xarxa d'Espais Comunitaris). In this article, I support the idea that understanding this type of management of cultural facilities may be vital in exposing how citizens can use specific demands, collective action and organizational proposals to gain the attention of policy makers and thereby claim their right to the city (Bailey and Marcucci 2013;Harvey 2014;Iveson 2013;Kemp, Lebuhn, and Rattner 2015;Novy and Colomb 2013). In this regard, this type of research includes an examination of bottom-linked initiatives as sites seeking complex equilibriums between institutionalization, community development and collective autonomy, and therefore it is essential for increasing knowledge on social innovation initiatives at the local level (Eizaguirre et al., 2012;Oosterlynck et al. 2013;Pradel, Eizaguirre, and García 2013). As for governance nodes for transforming cities and up-scaling their livability, the management of specific cultural facilities offers the opportunity to observe the limits and challenges of previous community development models that were influenced by neoliberal counter-reforms. The performance of these facilities as places where social struggles interact and where contributive democracy is put into practice is at the core of this research. But it also highlights the existence of other (or alternative) communitarian metrics than those related to enhancing individuals' social capital. With these aims, this study focuses on cultural management practices at a level close to citizens, involving them as creators and managers of cultural governance ecosystems, while rejecting the notion that their facilities are merely places for cultural consumption. At the same time, I give special attention to the relationship between these cultural environments and the realm of social economy, particularly the interactions between communitarian-led cultural management practices and forms of social economy. © The author(s).

An equity-focused approach to improving access to COVID-19 vaccination using mobile health clinics.

This article describes the implementation of an equity-focused strategy to increase the uptake of COVID-19 vaccination among communities of color and in traditionally underserved geographic areas using mobile health clinics (MHCs). The MHC Vaccination Program was implemented through a large integrated healthcare system in North Carolina using a grassroots development and engagement strategy along with a robust model for data-informed decision support to prioritize vulnerable communities. Several valuable lessons from this work can replicated for future outreach initiatives and community-based programming: •Health systems can no longer operate under the assumption that community members will come to them, particularly those experiencing compounding social and economic challenges. The MHC model had to be a proactive outreach to community members, rather than a responsive delivery mechanism. •Barriers to access included financial, legal, and logistical challenges, in addition to mistrust among historically underserved and marginalized communities. •A MHC model can be adaptable and responsive to data-informed decision-making approaches for targeted service delivery. •A MHC model is not a one-dimensional solution to access, but part of a broader strategy to create diverse points of entry into the healthcare system that fall within the rhythm of life of community members.

Exploring the Untapped Potential of Library-University Partnerships: A Focus on Early Learning

US Public libraries are ideal contexts to support early learning and family engagement. However, they are still not fully connected with the early childhood systems within their communities, limiting their potential impact to prepare children and families for the transition to formal schooling. Further, COVID-19 has exacerbated existing barriers to library access, particularly for historically marginalized populations. To address this gap, we contend that public library-university partnerships are one way public libraries can improve their impact and expand their reach. Public libraries and developmental researchers share similar goals and possess complementary expertise that makes a partnership approach to collaboration mutually beneficial. © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.

A Path Forward: COVID-19 Vaccine Equity Community Education and Outreach Initiative.

COVID-19 vaccines offer hope to end the COVID-19 pandemic. In this article, we document key lessons learned as we continue to confront COVID-19 variants and work to adapt our vaccine outreach strategies to best serve our community. In the fall of 2020, the Office of Diversity, Inclusion and Health Equity at Johns Hopkins Medicine, in collaboration with the Office of Government and Community Affairs for Johns Hopkins University and Medicine, established the COVID-19 Vaccine Equity Community Education and Outreach Initiative in partnership with faith and community leaders, local and state government representatives, and community-based organizations. Working with community and government partnerships established before COVID-19 enabled our team to quickly build infrastructure focused on COVID-19 vaccine education and equity. These partnerships resulted in the development and implementation of web-based educational content, major culturally adapted media campaigns (reaching more than 200,000 individuals), community and faith education outreach, youth-focused initiatives, and equity-focused mobile vaccine clinics. The community mobile vaccine clinics vaccinated over 3,000 people in the first 3 months. Of these, 90% identified as persons of color who have been disproportionately impacted during the COVID-19 pandemic. Academic-government-community partnerships are vital to ensure health equity. Community partnerships, education events, and open dialogues were conducted between the community and medical faculty. Using nontraditional multicultural media venues enabled us to reach many community members and facilitated informed decisionmaking. Additionally, an equitable COVID-19 vaccine policy requires attention to vaccine access as well as access to sound educational information. Our initiative has been thoughtful about using various types of vaccination sites, mobile vaccine units, and flexible hours of operation.

Public-Private-Community Partnerships (PPCPs) as a mechanism in enhancing food security during the COVID-19 pandemic in Zimbabwe

Purpose: This paper examines the relevance of Public-Private-Community Partnerships (PPCPs) as an alternative mechanism in enhancing food security during the COVID-19 pandemic and beyond in Zimbabwe. It also draws attention to the complexities of adopting PPCPs, and proposes possible options to improve their effectiveness. Design/methodology/approach: The study applied concurrent mixed research methods. The sample population comprised multiple stakeholders in the area of food security and agricultural financing in Zimbabwe. The research adopted purposive and snowball sampling techniques. Data were collected through questionnaire, in-depth interviews, focus group discussions (FGDs) and documentary analysis. Descriptive statistics were used to analyse quantitative data, while qualitative data analysis was conducted thematically. Findings: Prior to the outbreak of the COVID-19 pandemic, food insecurity was a consistent challenge in Zimbabwe. The pandemic has worsened the situation by further disruption of food systems and limiting people's access to food. PPCPs could be feasible alternative as they enhance value chain collaboration, improve access to inputs, reduce information asymmetry, ensure trust and facilitate risk sharing. PPCPs require proper design, control of transaction costs, clear definition of partners' roles, fair risk sharing, trust, and flexibility. Originality/value: PPCPs are yet to be adopted in the Zimbabwean agricultural sector. The research informs policymakers on the need to implement multi-stakeholder collaborations in food production. © 2022, Brighton Shoniwa.

Comprehensive initial evaluation of an innovative yearlong population health internship for undergraduates.

BACKGROUND: The innovative Population Health Internship (PHI) addresses the evolving need for baccalaureate-prepared nurses to achieve population health competency. A comprehensive evaluation of the inaugural year of the PHI was conducted using the Centers for Disease Control and Prevention (CDC) Framework for Program Evaluation in Public Health and the Context, Input, Process, Product (CIPP) curricular evaluation model. Students and community agency partners-both key stakeholders-contributed to the evaluation. METHODS AND RESULTS: Quantitative data were used to address functional and outcome areas of the PHI for purposes of PHI logistics, student learning gains, and program impact and sustainability. Qualitative data were used to provide insights into challenges in instituting curricular change, complexity in student-agency communications, importance of student preparedness/attitude, issues of role confusion, misperceptions about the population health nursing role, student learning, and impacts on partner agencies and their populations. IMPLICATIONS: Educational implications include the importance of assessing both learning gains and student buy-in, the need for a long-term evaluation approach to accommodate for challenges related to radical curriculum change, and the importance of strong stakeholder support to facilitate mutually beneficial relationships and a positive learning experience.

Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches.

COVID-19 has underlined the critical importance of bringing biosocial and biopsychosocial approaches to pre-health education. Given the striking social inequalities that the pandemic has both exposed and exacerbated, we argue that bridging between the biomedical and social sciences with such approaches is now more appropriate and urgently needed than ever. We therefore call for the re-socialization of pre-health education by teaching to develop socio-structural competencies alongside physical and biological science knowledge. We suggest that community partnerships, which address local inequalities and their global interdependencies, should be encouraged as an essential element in all pre-health education. Educators should also support such partnerships as opportunities for students who come from more minoritized and impoverished social backgrounds to see their own social knowledge-including community-based knowledge of health-injustices revealed by the pandemic-as the basis of biopsychosocial expertise. By prioritizing this reconceptualization of pre-health education, we can empower future health workers to prepare more adequately for future health crises in ways that are socially aware and structurally transformative.

'We are trying.' Portraits of black goodness in spite of anti-Black schooling

This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black teachers. Yet, these practices and policies also enhanced interactions by prompting advocacy and subversive action. I conclude by contending that anti-Black schooling is habitual. I show how the enactment of race-neutral policies and practices led to anti-Black outcomes and I connect these policies and practices to the interactions that took place throughout one school community during the 2020-2021 school year. Ultimately, I assert that schooling for Black students, namely those in resource deprived schools, is rife with anti-blackness that demands Black people exude Black goodness to succeed, and at times, merely survive. This study contributes to research, policy, and practice conversations on segregated schooling, racialized organizations, and family-school relations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Interdisciplinary Integration: Linking Differentiated P(arts) to Create Accessible Dance Experiences

This article introduces Performing Ourselves, an interdisciplinary community dance program that utilizes principles from dance education and dance/movement therapy to serve beginning dancers in grades PK-8 in schools and community centers. After defining the integrative elements of the curriculum, the article outlines how Performing Ourselves used the shift to virtual programming during the COVID-19 pandemic as a means of creating accessible dance opportunities. In addition to the exploration of how one arts organization approached this challenging time, the article offers ideas and further questions for integrative interdisciplinarity in the arts. © 2022 National Dance Education Organization.

Pandemic response across Ohio's public universities: Novel approaches, emergent challenges and future opportunities.

Objective: We describe and analyze case investigation and contact tracing (CICT) efforts across Ohio's public universities in response to COVID-19 to distill challenges and lessons learned and suggest future opportunities for universities to mobilize in the face of emergent public health crises. Participants: Faculty, staff, and graduate students from Ohio's fourteen public universities. Methods: In-depth, semi-structured interviews were conducted with representatives from nine of the 14 universities; representatives from the remaining five universities completed a brief questionnaire. Interviews were transcribed in their entirety and thematically analyzed. Results: Emergent themes include the significance of local relationships for implementing locally tailored solutions; the presence of discrete challenges in doing CICT work with university and local communities, and the importance of university students in pandemic response. Conclusions: There are unique challenges associated with disease control across university populations and surrounding communities, but students from diverse academic background are a potential source of assistance.

Praxis-Poiesis: University–Community Relationship in an Epoch of Uncertainty and Disruption

This paper presents findings from a critical ethnographic study that spanned 3 years from 2018 to 2021 in a Canadian post-secondary context and engaged transdisciplinary quantum feminisms as a conceptual framework. The purpose of the study was to formulate an ethical frame of reference that could facilitate exchanges within university–community partnerships. This study was ongoing as the global COVID-19 pandemic unfolded, a time frame that also paralleled heightened social and political awareness of racial disparity in Canada, the United States, and around the globe. These factors prompted the authors to expand the scope of the project midway to also consider the impact of COVID-19 on university–community partnerships. Given this, a main research question guides this study: What qualifies university–community partnerships as ethical? It is contextualized by a secondary question: What is the impact of the COVID-19 pandemic on university–community partnerships? Findings from this study led to the development of an ethical frame of reference for university–community partnerships entitled Praxis-Poiesis: Intentional Allyship, Reciprocal Relationships, and Transilience. © 2021 Itinera. All rights reserved.

Post COVID-19: access to an arts education for all students

This article serves as an introduction to issue number 124 (4). In this issue of Arts Education policy Review, the authors have focused on access, policy, and students who are disadvantaged because of different abilities, poverty, race, class, and other barriers. In addition, the authors represent educators from a cross-section of stakeholders including in-service arts teachers, community engaged therapists, college teacher educators, and schools district administrators. It is hoped that by examining these important topics from the perspective of many stakeholders, we can begin a policy shift toward more equal experiences for all students in the United States. © 2022 Taylor & Francis Group, LLC.

The Immigrant Memory Collaborative: A Community-University Partnership to Assess African Immigrant Families' Experiences with Dementia.

Research suggests a disparity in the prevalence of dementia, with Black older adults having double the risk compared to their White counterparts. African immigrants are a fast-growing segment of the U.S. Black population, but the dementia care needs and resources of this population are not fully understood. In this paper, we describe the process of working collaboratively with a community partner and project advisory board to conduct a culturally informed project. Specifically, we describe the process of developing culturally informed instruments to collect data on dementia care needs and resources among African immigrants. Working together with a diverse project advisory board, a guide was developed and used to conduct community conversations about experiences with dementia/memory loss. Transcripts from six conversations with 24 total participants were transcribed and analyzed thematically by two independent coders in Nvivo. These qualitative findings were used to inform the development of a survey for quantitative data collection that is currently ongoing. Themes (e.g., cultural attitudes, challenges, and current resources) from the community conversations that informed the survey are described briefly. Despite the challenges of conducting research during a global pandemic, having trusting relationships with a partnering community organization and project advisory board facilitated the successful development of instruments to conduct preliminary dementia care research in an underserved population. We anticipate that survey results will inform interventions that increase education, outreach, and access to dementia care and caregiving resources for this population. It may serve as a model for community-university partnerships for similar public health efforts in dementia as well as other chronic disease contexts.

Through Our Eyes, Hear Our Stories: A Virtual Photovoice Project to Document and Archive Asian American and Pacific Islander Community Experiences During COVID-19.

Through Our Eyes, Hear Our Voices is a virtual photovoice project that documents the impact of COVID-19 on Asian American and Pacific Islander (AAPI) communities. Quantitative studies on the disproportionate impact of COVID-19 are still emerging, but they do not reveal qualitative experiences of a racialized pandemic exacerbated by political leaders labeling it "China virus." As a qualitative participatory action research approach, photovoice is an ideal archival and pedagogical tool to capture the lived experience of AAPI communities. However, we had to adapt photovoice to a virtual research environment. We did so by adopting a variety of digital learning and information sharing platforms. In addition, we enlisted community-based organizations who are providing essential services for underrepresented communities to serve as research mentors for university student researchers. Finally, given the historic nature of the pandemic and the underrepresentation of AAPI experiences in mainstream archives, we emphasized the importance of students as co-producers of archival knowledge.

Policy Enactment During a Pandemic: How One School Responded to COVID-19 in Negotiation With a Nonprofit Partner

Policymaking is not linear or neutral, nor is it ever made or enacted in isolation, especially not during a crisis. Framed by theories on the contextual, interactive nature of policy enactment, this year-long, ethnographic study examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic. Analyses explored how negotiations among the school, its nonprofit partner, and district shaped pandemic policy responses. Data included 35 transcriptions and eight field notes from stakeholder interviews and principal–partner meetings, and 128 external stakeholder artifacts. Findings showcase the policy enactment of family–school communication and access to remote learning, and limitations of the partnership due to structural and racialized processes. The discussion presents implications for educational policymaking in response to crises, highlighting the need to understand the external contexts and racialized discourses that are part of shaping those responses to be dynamic and “nonlinear.” © The Author(s) 2022.