The transition from a human diet based exclusively on wild plants and animals to one involving dependence on domesticated plants and animals beginning 10,000 to 11,000 y ago in Southwest Asia set into motion a series of profound health, lifestyle, social, and economic changes affecting human populations throughout most of the world. However, the social, cultural, behavioral, and other factors surrounding health and lifestyle associated with the foraging-to-farming transition are vague, owing to an incomplete or poorly understood contextual archaeological record of living conditions. Bioarchaeological investigation of the extraordinary record of human remains and their context from Neolithic Çatalhöyük (7100–5950 cal BCE), a massive archaeological site in south-central Anatolia (Turkey), provides important perspectives on population dynamics, health outcomes, behavioral adaptations, interpersonal conflict, and a record of community resilience over the life of this single early farming settlement having the attributes of a protocity. Study of Çatalhöyük human biology reveals increasing costs to members of the settlement, including elevated exposure to disease and labor demands in response to community dependence on and production of domesticated plant carbohydrates, growing population size and density fueled by elevated fertility, and increasing stresses due to heightened workload and greater mobility required for caprine herding and other resource acquisition activities over the nearly 12 centuries of settlement occupation. These changes in life conditions foreshadow developments that would take place worldwide over the millennia following the abandonment of Neolithic Çatalhöyük, including health challenges, adaptive patterns, physical activity, and emerging social behaviors involving interpersonal violence.

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Food has long served as a mechanism for identifying and reinforcing social structures, but while carbon and nitrogen isotope analysis has provided important identity-based evidence of past diets, the cyclical and stable/fluid nature of food consumption practices across the life course has been relatively neglected. In this paper, the large human assemblage at Ç atalhö yük with all age groups present has enabled diet reconstruction of the rarely represented groups of older children and adolescents as well as for the young, middle and old adult age groups of both sexes. These data show how neonates reflect foods available to pregnant mothers, that infants were breastfed until around 18 months of age and weaned by three years of age, older children had a different diet compared to adolescents and young adults who, in turn, differed from middle and older adults. The absence of sex-related differences suggests changes in food consumed at Ç atalhö yük accompanied the marking of transitions through the life course.

The adoption of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education in 2016 coincided with the launch of the digital edition of the Geographic Information Science and Technology (GIS&T) Body of Knowledge. The GIS&T Body of Knowledge and the ACRL Framework share a common goal of providing a flexible, communitydriven, living document to support teaching and learning in higher education. The Body of Knowledge serves as a representation of the GIS&T knowledge domain, while the ACRL Framework aids librarians in integrating core information literacy concepts into instruction in their respective knowledge domains. Despite this connection, no attempt to evaluate how these guiding documents can be aligned to one another to inform instructional practice has yet been reported. This study uses a relative crosswalk approach to map connections between the knowledge practices and dispositions in the ACRL Framework and the learning objectives in the GIS&T Body of Knowledge. This analysis highlights alignment between these documents and can serve as a conceptual foundation to make it easier for map, geospatial, and subject librarians to identify practical opportunities for integrating information literacy instruction into GIS&T education, both independently and in collaboration with disciplinary faculty.