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Academic Libraries are ideally positioned to teach data literacy. What is 'data literacy' in the first place? Is it the new information literacy? Will the ways we teach information literacy limit imaginative ways to teach data literacy?
With those questions in mind, the Library of New York University Shanghai has explored multiple ways to teach data literacy to undergraduate students through university events, 'for-class' instruction and workshops, and online casebooks. (1) We initiated the yearlong series of events titled 'Lying with Data', inviting faculty across disciplines to each address one core data literacy question that students of data science may elude. (2) We offered workshops and in-class instruction that are up-to-date with the latest technology and that fit with the curriculum. (3) We created online casebooks on various topics in the data lifecycle, tackling user needs at different levels. Essential to our teaching activities are two core values: 'let the quality speak for itself', and 'outreach by teaching'.

This study examined the effects of graphic realism and geographic proximity in newsgames. In a 2 (realism: high vs. low) × 2 (proximity: high vs. low) experiment, 161 participants played a modded newsgame. Suspense fully mediated the interaction effects of realism and proximity on willingness to help (the intention of newsgame forwarding and the amount donated). Realism indirectly affected newsgame forwarding through appreciation and led to negative emotion and higher arousal. Realism and proximity did not affect players' knowledge gained from game play, enjoyment, or subsequent reading of related news. Players underwent both hedonic and eudaimonic appraisals through the newsgames.

Enjoyment of frightening content is a paradoxical issue in communication research. Revising Zillmann's model of suspense, we propose a three-factor model examining the audience appeal of horror content in a virtual reality (VR) survival horror game. In a laboratory study, participants played a VR horror game. The results show significant effects of the three-way interaction among horror self-efficacy, physiological arousal, and fear on enjoyment and future intentions to play similar games. Horror self-efficacy interacts with fear to affect enjoyment only among high-arousal participants. Among high-fear participants, higher horror self-efficacy leads to significantly greater enjoyment than lower horror self-efficacy. We measured enjoyment through self-reported ratings, future intentions to play similar games, and the behavioral choice of subsequent games to demonstrate the appeal of horror content. Horror self-efficacy in coping with mediated fright is the key to explaining the conditional positive association of fear and enjoyment in the gaming context.

All same-sex dizygotic (DZ) twins and approximately one-third of monozygotic (MZ) twin pairs have separate placentas, making it impossible to use the number of placentas to determine zygosity. Zygosity determination is further complicated because incorrect assumptions are often made, such as that only DZ pairs have two placentas and that all MZ pairs are phenotypically identical. These assumptions, by twins, their families and health professionals, along with the lack of universal zygosity testing for same-sex twins, has led to confusion within the twin community, yet little research has been conducted with twins about their understanding and assumptions about zygosity. We aimed to explore and quantify understanding and assumptions about zygosity using twins attending an Australian twin festival. We recruited 91 twin pairs younger than 18 years of age and their parents, and 30 adult twin pairs who were all uncertain of their zygosity, to complete one pen and paper questionnaire and one online questionnaire about their assumed zygosity, reasons for their assumptions and the importance of accurate zygosity knowledge. Responses were compared with their true zygosity measured using a genetic test. We found a substantial proportion of parents and twins had been misinformed by their own parents or medical professionals, and that knowledge of their true zygosity status provided peace of mind and positive emotional responses. For these reasons we propose universal zygosity testing of same-sex twins as early in life as possible and an increase in education of medical professionals, twins and families of twins about zygosity issues.