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Journal of Academic Librarianship
Journal Prestige (SJR): 1.224
Citation Impact (citeScore): 2
Number of Followers: 1129  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0099-1333
Published by Elsevier Homepage  [3183 journals]
  • Predatory and exploitative behaviour in academic publishing: An assessment
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Jaime A. Teixeira da Silva, Judit Dobránszki, Panagiotis Tsigaris, Aceil Al-Khatib The issue of “predatory” publishing continues to affect many scholars around the world who publish. When one reads the fairly vast literature surrounding “predatory” publishing, there is an erroneous tendency to continue pivoting around Jeffrey Beall's blacklists of “predatory” open access (OA) journals and publishers. However, to be “predatory” involves much more than defining a handful of select behaviours, and it is becoming increasingly important to start defining, or curtailing, the lexicon to avoid referring to any journal or publisher that might display one of the following qualities (exploitative, deceptive, excessive, unscrupulous, abusive, advantageous, manipulative, profit-seeking, or others) as synonymously meaning “predatory”. This paper focuses mainly on the oft-interchangeable terms “predatory” and “exploitation”, and explores the morality of predatory and exploitative actions by applying a deontological ethics approach which implies that certain actions are wrong even if they achieve good consequences, with the understanding that because a predatory entity aims to exploit others, these actions would be considered morally wrong from a deontologist's perspective. In articulating our argument, we attempt to expand the conversation around this important topic, with the hope that it might bring additional clarity to the issue of what might constitute a “predatory” journal or publisher.
  • Language style matching as a measure of librarian/patron engagement in
           email reference transactions
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Ann Agee In both virtual and in-person reference transactions, creating a supportive environment for patrons is the crucial first step. Evaluating librarians success in creating a supportive environment, however, is challenging. Language style matching (LSM) is a text analysis technique that measures the level of engagement between people. A high level of LSM has been shown to contribute to a sense of perceived support and other positive social outcomes. In this exploratory study, LSM is used to evaluate>1200 email threads from two virtual reference services to determine the level of engagement between patrons and librarians. Results show that email reference provided through the LibAnswers general reference service demonstrated a moderate to high level of LSM 67% of the time and email reference provided by a liaison librarian demonstrated a moderate to high level of LSM 84% of the time. By measuring how well librarians are meeting patrons' affective needs, LSM has the potential to provide a more holistic assessment of virtual reference services.
  • Examining differences and similarities between graduate and undergraduate
           students' user satisfaction with digital libraries
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Fang Xu, Jia Tina Du Informed by the theories of Information System Success, Technology Acceptance Model (TAM) and Affinity, this study aims to explore the differences and similarities between graduate and undergraduate students' satisfaction with digital libraries (DLs). Descriptive statistics and One-way ANOVA were employed to analyse 426 valid responses collected from a survey. The results indicated that compared with undergraduate students, graduate students were more satisfied with digital libraries' system quality, information quality, and service quality, affinity, perceived ease of use, and perceived usefulness. Individual differences of users, such as age, frequency of use and use experience, had a significant impact on undergraduate and graduate students' satisfaction with digital libraries. University librarians and service providers should notice the similarities and differences between undergraduate and graduate students' satisfaction with digital libraries, and improve the system, information and service quality of digital libraries to increase the perceived ease of use, perceived usefulness, and digital libraries' affinity, thus to enhance user satisfactions.
  • Evaluating journal quality by integrating department journal lists in a
           developing country: Are they representative'
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Jing Li, Xiaoli Lu, Jianping Li, Dengsheng Wu The appraisal of research output is of particular interest to scholars and academic administrators, and the career success of academicians is partially dependent on the journals in which their manuscripts are published. Department journal lists (DJLs) which are reflective of the priorities of the schools that created them, are a frequently used criterion for promotion and tenure (P&T) decision in academic departments. Although previous studies have employed DJLs in the assessment of faculty publications, the sample population has been restricted to developed countries rather than developing countries. This study empirically investigated the characteristics (e.g., journal scope, ranking schemes) of the DJLs currently used by Chinese business and management (B&M) schools. To the best of our knowledge, this is the first work that shows how do Chinese academia recognize the quality of English-language journals, as well as the difference between the Chinese and Western academicians regarding the recognition of journal quality. Our findings indicated that a major difference exists not only across Chinese B&M schools but also between China and the developed countries, i.e. the top-level journals were likely underrated by Chinese B&M community, and those journals at the medium-level journals were likely overrated by Chinese B&M community. Some suggestions will inform librarians on practices associated with the process of DJL compiled and research evaluation.
  • Beg, borrow, and steal: Formal and informal access to the scholarly
           literature at U.S. master's universities
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): William H. Walters This study investigates the methods by which faculty obtain scholarly articles, books, and chapters. It focuses on full-text retrieval rather than discovery, drawing on a survey of 529 full-time faculty at U.S. colleges and universities in the Carnegie master's—large and master's—medium categories. When seeking articles, faculty rely mainly on their home-institution library collections, freely accessible online resources, and interlibrary loan. The situation is different for books, however; faculty most often purchase the books they need. Despite the continuing importance of formal access mechanisms (home-institution library collections and interlibrary loan), faculty rely on other sources of full text—informal access mechanisms—for 50% of the articles and 66% of the books they use. Nearly 25% get more articles from the open web than from any other source, and substantial minorities report heavy reliance on other sources. In particular, faculty sometimes use other libraries, often relying on current or past affiliations (e.g., part-time teaching) or on the user accounts of family, friends, and colleagues. Many are critical of their university library collections, but most are satisfied with freely accessible online resources and interlibrary loan.
  • Women technology librarians as good citizens
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Sharon Whitfield, Ane Turner Johnson PurposeThis practitioner-focused study explores the issues of organizational justice for women technology librarians who experience the gendered-nature of organizational citizenship behavior (OCB).Design/methodology/approachThis study uses interviews (qualitative) to collect data from women technology librarians who work in an academic library within the United States.Research limitations/implicationsThe generalizability of the findings is due to the sample consisting of only academic librarians within the United States. The methodology also has limitations since interviews are not a perfect methodology and rely on self-reported descriptions and experiences; thus, may be susceptible to perceptional biases. The findings from the research also rely only on the gender variable while ignoring other variables that affect an individual's experiences.Practical implicationsOrganizations need to reevaluate perceptions of women's OCB and the structural barriers they encounter.Originality/valueThis study contributes to the literature on gender and organizational citizenship behavior and gender and librarianship. Yet, in this first study that looks at gender, organizational citizenship behavior in librarianship.
  • Open Access initiatives in Zimbabwe: Case of academic libraries
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Collence T. Chisita, Blessing Chiparausha Globally library consortia activities are gaining momentum and Africa is not an exception. The Information and Communication Technology (ICTs) dispensation has ushered in a transformative era characterised by the open access initiatives (OAI). Technologies development has added a new dimension to how academic libraries manage scholarly content. This article seeks to explore how academic libraries are progressing in their open access initiatives in Zimbabwe. This article also examines the extent to which open access has been adopted in Zimbabwe's higher education institutions (HEIs). The article seeks to find out how academic libraries can benefit from open access initiatives. The article also analyses the roles of stakeholders in strengthening the open access initiatives among academic libraries in Zimbabwe. The paper will suggest strategies to strengthen the open access initiatives in Zimbabwe.
  • Biomedical researchers and students knowledge about predatory journals
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Saif Aldeen AlRyalat, Randa I. Farah, Bara' Shehadeh, Aseel Abukeshek, Leen Aldabbas, Ayah Al-fawair, Osama Ababneh BackgroundThe number of predatory journals is constantly growing and creating a major threat. Researchers in biomedical sciences should be aware of predatory publishers and be able to recognize them.ObjectiveThe aim of this study is to assess biomedical researchers' knowledge about predatory journals both before and after showing them an infographic explaining these journals and their publishing model.MethodsThis study was conducted with a sample of biomedical researchers and students. Subjects answered two questionnaires, one before explaining a designed infographic to each participant through a direct face-to-face interview.ResultsA total of 158 participants were included in this study, with a mean age of 22.6 (±1.72) years. They were 122 (77.2%) undergraduates and 36 (22.8%) graduate students. The median number of research projects our subjects participated in was 1 (0–5), and the median number of published projects was 0 (0–3). Awareness of predatory journals or Beall's List improved from 7% and 2.5%, respectively, before the infographic to 97.5% and 94.9% after the infographic.ConclusionOur results indicate the beneficial use of the designed infographic to improve young researchers' awareness of predatory journals. We encourage research institutions and universities to effectively spread awareness of predatory journals.
  • The evolving reference desk: A case study
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Christopher Ross Bowron, Joseph E. Weber
  • Unsubstantiated Conclusions: A Scoping Review on Generational Differences
           of Leadership in Academic Libraries
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Erla P. Heyns, Erin R.B. Eldermire, Heather A. Howard The academic library profession is experiencing a large turnover in leadership. To date, information on differences in the generational expectations about how to lead is scarce and the research is contradictory. This article presents a scoping review of the literature on generational expectations of academic library leaders. Based on predefined eligibility criteria, the authors searched twelve bibliographic databases and performed a broad web search. 5435 articles were located and considered for inclusion, however, only four eligible articles were identified and included for analysis. There is little empirical evidence that generational differences are evident in the academic library setting or in individual leadership expectations. There is a lack of original research on generational differences in leadership in libraries, however, anecdotal and opinion literature is drawing attention to this topic in ways that cannot be validated.
  • The academic library: Structure, space, physical and virtual use
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Snunith Shoham, Liat Klain-Gabbay This mixed-methods study aims to characterize the appropriate structure of the academic library in the information age according to the perceptions of the faculty members who use the library and the academic librarians operating it. Two main issues were addressed: centralization versus decentralization, and the provision of physical versus virtual services. The study population included members of the faculties of Humanities and Social Sciences in three academic institutions in Israel and academic librarians working in these institutions. Qualitative data was collected through interviews with 20 faculty members and 15 librarians, while quantitative data was collected through questionnaires filled by 191 faculty members and 50 librarians in the above-mentioned institutions. Analysis of these data reveal that faculty members generally prefer a concentration of materials—rather than decentralization—and they show a similar preference toward a faculty library model, a combined faculty/departmental library model, and a central library model. Similarly, the academic librarians prefer either faculty or combined faculty/department libraries, but their preference toward a central library model is lower than that of the faculty members. The decentralized, departmental library model was the least favored by both groups. In addition, our findings indicate that both the faculty members and the librarians appreciate the virtual services that the library provides as well as its physical presence, although fewer faculty members than librarians perceived the latter as an important role of the library. Taken together it appears that the preferred model for the academic library in the information age is of large, multidisciplinary libraries that contain materials from a variety of fields and provide comprehensive virtual services.
  • Exploring Twitter use and services of academic innovation centers
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Besiki Stvilia, Leila Gibradze This study examined the Twitter streams and websites of 36 university innovation centers and identified 14 service categories the centers offered. Exploring the present Twitter use practices of innovation centers and the services the centers provide can inform the design and planning of service offerings at new innovation centers and support training for center staff in the use of this social media platform. In addition, existing innovation centers can benchmark their service offerings against those services. Furthermore, mapping the services the innovation centers offer to the activities in an innovation workflow model can help center managers optimize the information architecture of their websites and resource guides. In this way, students can easily be informed about the help and resources available for each activity or phase of the innovation process. A comparison of the tweet categories identified in the present study with those of academic libraries assembled in a previous study revealed significant overlap, but some differences as well. In contrast to the Twitter accounts of academic libraries, the Twitter accounts of innovation centers did not tweet about their information services even if they offered them. Innovation centers also did not use Twitter to provide Q&A services to their users. Furthermore, innovation centers tweeted not only about the technological resources they provided, but also about the human resources they recruited to serve as student mentors and advisors. Finally, technology use was more mediated in innovation centers than in libraries, and some centers offered their users fee-based assistance from professionals with their 3D design and printing tasks.
  • Telling their stories: A study of librarians' use of narrative in
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Mindy Thuna, Joanna Szurmak Narratives are the heuristics the brain uses to make sense of the world. When they are embraced in teaching, they make the process more efficient, engaging and enjoyable for both students and instructors. While the insights of psychologists, neuroscientists and education researchers into the cognitive and affective mechanisms of meaning-making are not new, capitalizing on these insights in order to engage and instruct is part of a recent trend of evidence-based educational practices. This study is unique in that it uses a phenomenological methodology and semi-structured interviews with 19 academic librarians who teach in Canadian higher education institutions to determine what narrative tools or approaches they use, and to what extent these practices may enrich both their outcomes and their teaching praxis. The authors document the variety of ways in which librarians use narrative techniques instinctively, categorizing these teaching narratives into concepts with more granular themes. A purposeful use and reuse of these narrative techniques, the authors hope, will help inform librarian teaching and reflective practice.
  • Embracing the Spiral: An Action Research Assessment of a Library-Honors
           First Year Collaboration
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Sarah LeMire, Thomas D. Sullivan, Jonathan Kotinek Librarians often use assessment methodologies to evaluate the efficacy and impact of their information literacy instruction sessions and programs. In this article, researchers use an action research methodology to explore the effect of information literacy instruction on first-year honors student assignments. The researchers explain how they implemented multiple cycles of planning, acting, observing, and reflecting in order to better understand student needs, increase the impact of library instruction, and communicate that impact to library and external stakeholders. Robust and cyclical assessment gave librarians and their strategic partners the opportunity to make iterative improvements to instruction, address issues of overconfidence in students, and make the case for additional information literacy instructional opportunities for honors students.
  • Publisher’s Note
    • Abstract: Publication date: Available online 22 July 2019Source: The Journal of Academic LibrarianshipAuthor(s):
  • Exploring Innovative Information Seeking: The Perspectives of Cognitive
           Switching and Affinity with Digital Libraries
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Xianjin Zha, Fenfang Cao, Yalan Yan, Jia Guo, Juan Wang Drawing on adaptive structuration theory (AST), this study develops a research model to explore innovative information seeking in the context of digital libraries from the perspectives of cognitive switching and affinity. Innovative information seeking behavior is the combination of innovative IT (information technologies) use behavior and information seeking behavior and subsequently refers to innovative IT use oriented to information seeking. A research model was developed and survey data were collected. The partial least squares (PLS) structural equation modeling (SEM) was employed to verify the research model. The findings suggest that affinity with digital libraries is the most powerful determinant of innovative information seeking. Meanwhile, task nonroutineness and disconfirmation have positive effects on innovative information seeking; the effect of social influence on innovative information seeking is overpowered by affinity with digital libraries. The findings and their implications for theory and practice are discussed.
  • Postgraduates' personal digital archiving practices in China: Problems and
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Yue Zhao, Xian'e Duan, Haijuan Yang This study examined postgraduates' personal digital archiving (PDA) practices in China. Based on a case study of the PDA practices of postgraduates in Wuhan University, many problems in PDA were found; postgraduates have a higher awareness of PDA, but the differences between different grades level and disciplines are obvious. Many postgraduates are technological optimists. Those who realize the importance of PDA lack real action and can only use a single strategy. The protection of personal privacy and information security is still challenging. To solve these problems, efforts from individuals and institutions are proposed, including the suggestion that institutions should implement an advanced intervention in PDA progress to improve postgraduates' PDA awareness, and the suggestion that postgraduates should view archiving technology dialectically and make rational use of archiving tools, using various strategies, regularizing their PDA behavior, and taking multiple measures to protect their personal privacy and information security.
  • Library services for unaffiliated patrons at Association of Public and
           Land-grant Universities (APLU)
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Jylisa Doney This study reviewed library websites at Association of Public and Land-grant Universities (APLU) to learn more about the services they provide to unaffiliated patrons and how they share this information. This review demonstrated that websites at land-grant libraries affirmed unaffiliated patrons' building access privileges at slightly higher rates and circulation privileges at lower rates than non-land-grant APLUs. Data also revealed that requirements and fees for library privileges varied across APLU libraries as a whole. This research is a first step in identifying how libraries at land-grants and non-land-grant APLUs compare to one another and to different types of institutions in the services they provide to unaffiliated patrons. It also continues the discussion of whether libraries, especially those at land-grant colleges and universities, have an obligation to open their spaces and collections to unaffiliated patrons.
  • Employee reactions to user incivility in academic libraries
    • Abstract: Publication date: September 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 5Author(s): Eftichia Vraimaki, Maria Koloniari, Konstantinos Kyprianos, Alexandros Koulouris Workplace incivility and its consequences have been studied by many scholars; however, little attention has been given to the phenomenon in the library environment. More specifically, empirical research in the Library and Information Science (LIS) literature has focused on deviant behaviors, such as bullying, mobbing, and aggression, mainly from colleagues and supervisors rather than from users. However, incivility in the workplace is more common than other forms of negative behaviors, such as aggression. Moreover, in service organizations uncivil behavior from patrons is more frequently encountered than from co-workers and supervisors. In this vein, the current exploratory study aimed to investigate the manifestations and frequency of user incivility, as well as employee reactions to these behaviors in Greek academic libraries. Employee perceptions regarding the causes of user incivility were also explored. Results indicated that users are mainly impatient, angry and make unreasonable demands. These behaviors are attributed to user personality. Finally, respondents reported milder reactions to user incivility compared to those of their colleagues. Implications of the findings for library leaders are also discussed.
  • Updating learning outcomes and engaging library faculty with the ACRL
    • Abstract: Publication date: Available online 6 June 2019Source: The Journal of Academic LibrarianshipAuthor(s): Cara Berg The arrival of the ACRL Framework and the removal of the ACRL Standards posed a new challenge to the user education coordinators at William Paterson University: how can the ACRL Framework be implemented and buy-in acquired from other library faculty' Not all librarians who teach are information literacy librarians; many never fully interacted with the Framework or knew about threshold concepts. Simply informing the other library faculty about the ACRL Framework was ineffective. They were not using it and still were unfamiliar with it months after incorporation by the ACRL Board. A strategy was devised to solve this problem by engaging the library faculty with the Framework while revising the preexisting general learning outcomes for information literacy instruction. Incorporating principles of reflective practices and the Scholarship of Teaching and Learning (SoTL), user education librarians hosted a teaching circle designed to get librarians reading, talking, and discussing the ACRL Framework. With faculty feedback in hand, the existing outcomes were then revised and updated to include elements of all six frames.
  • ‘So near while apart’: Correspondence Editions as Critical Library
           Pedagogy and Digital Humanities Methodology
    • Abstract: Publication date: Available online 4 June 2019Source: The Journal of Academic LibrarianshipAuthor(s): Francesca Giannetti The following case study describes two library-led text encoding projects involving correspondence collections. The first, a documentary edition of personal papers held by Peter Still, a former slave, was conceived as an independent research project involving the participation of two undergraduate research assistants; the second, based upon letters to and from the Rutgers College War Service Bureau (1917–1919), has been designed as a two-week text encoding unit in a proposed undergraduate course on data and culture. These two projects, both featuring the letter as their object of study, are compared and contrasted as models of data and process, affording reflections on the overlapping concerns of the library instruction and digital humanities communities of practice. I propose viewing text encoding projects, particularly those that focus on lesser known creators or on life documents such as letters, as a means of accessing both critical library pedagogy and digital humanities methodology. By developing such projects, librarians address a number of collection and instruction related objectives of the library, while offering a valuable introduction to a set of methods that are of increasing importance to undergraduate education. Furthermore, these projects may be conducted at smaller scales, by reusing and adapting methods and software shared by the digital humanities community, thereby limiting reliance on institutional partners for technology and infrastructure support, which may not be forthcoming in under-resourced institutional contexts.
  • Campus partnerships for promoting equity, diversity and inclusion: A case
           study of the NCBI Model for reducing prejudice and intergroup conflict at
           Florida State University Libraries
    • Abstract: Publication date: Available online 14 March 2019Source: The Journal of Academic LibrarianshipAuthor(s): Mohamed Berray This article will explore collaborations between the University Libraries and the campus community in implementing diversity and inclusion initiatives on campus through participation in the National Coalition Building Institute (NCBI). The article will take an in-depth look at the prejudice reduction and discrimination trainings conducted in the FSU Libraries, and how the trainings contributed to implementing the Libraries' strategic initiative for diversity and inclusion. These partnerships between the Libraries and the campus community exemplify successful collaborations needed to achieve preeminent institutional goals like diversity and inclusion. FSU has been recognized for Higher Education Excellence in Diversity, and is a national Diversity Champion since 2014 (Insight into Diversity: online).
  • The Academic Library and the Common Read: A Multitude of Possibilities for
           Collaboration With Campus Programs and Departments
    • Abstract: Publication date: Available online 28 March 2019Source: The Journal of Academic LibrarianshipAuthor(s): Katelyn Angell The continued popularity of the common read within the first year curriculum invites critical campus partnerships between the academic library and a wide variety of campus departments. These can include Honors, Student Success, Academic Affairs, and Community Engagement. This paper describes the efforts of one First Year Success Librarian to collaboratively expand campus programming related to the common read. Specifics include planning events related to the book and its themes, creating learning objects for first year students and pedagogical tools for instructors, and holding a position of leadership in the common read committee. Additional examples from existing library and information scholarship and future ideas are shared as well, with the goal of assisting a diversity of campus stakeholders on how to best support common read initiatives.
  • Rethinking collection development: improving access and increasing
           efficiency through demand driven acquisition
    • Abstract: Publication date: Available online 25 March 2019Source: The Journal of Academic LibrarianshipAuthor(s): Michael A. Arthur, Sarah Rose Fitzgerald
  • Navigating the hidden void: The unique challenges of accommodating library
           employees with invisible disabilities
    • Abstract: Publication date: Available online 8 March 2019Source: The Journal of Academic LibrarianshipAuthor(s): Samantha Cook, Kristina Clement Academic libraries have a long history of commitment to diversity, inclusion, and accommodation and are frequently models for other academic departments and outside industries. For example, libraries often consider users with disabilities and work to adapt services, collections, and technologies to increase accessibility for as many users as possible. Libraries also take care to accommodate employees with disabilities, but like many other industries, often unintentionally perceive disabilities only as ones that are immediately visible. This column will discuss the unique challenges that library employers may face when needing to accommodate employees with invisible disabilities, provide a selected overview of the literature surrounding invisible disabilities and library employees, and give selected tips to help library employers and employees better understand and accommodate employees with invisible disabilities.
  • I wish I had been told that: Reflections on career paths
    • Abstract: Publication date: Available online 19 February 2019Source: The Journal of Academic LibrarianshipAuthor(s): Kevin R. Garewal
  • Critical pedagogies to combat the deficit model in community college
           libraries: A perspective
    • Abstract: Publication date: Available online 13 February 2019Source: The Journal of Academic LibrarianshipAuthor(s): Vikki C. Terrile
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