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1 – 5 of 5Jade G. Winn, Melissa L. Miller, Caroline Muglia, Christopher Stewart and Ruth Wallach
A working group of Masters in Management of Library and Information Science (MMLIS) Librarian Faculty was formed to address diversity, equity, inclusion, accessibility and…
Abstract
Purpose
A working group of Masters in Management of Library and Information Science (MMLIS) Librarian Faculty was formed to address diversity, equity, inclusion, accessibility and anti-racism (DEIA + AR) specifically in pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting diversity, equity, inclusive, accessable and anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.
Design/methodology/approach
The Working Groups charge was designed to begin the work of dismantling the inequitable power structures which will lead to more equitable opportunities and access for marginalized groups that will become leaders in information sciences in the future.
Findings
The efforts of the DEIA + AR Working Group resulted in several supplemental documents in addition to the formal recommendations including curricular and pedagogical best practices, a terminology document (establishing a shared language), a commitment document, recommendations, and a resource repository.
Practical implications
A working group of MMLIS Librarian Faculty was formed to address DEIA + AR specifically in the program's pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.
Social implications
This process study has value and impact for academics from any discipline to learn about one University's MMLIS program prioritizing DEIA + AR in program development, curriculum and pedagogical practices.
Originality/value
The converging events of the international pandemic and the national crisis of inequity in the United States in 2020 prompted a renewed commitment by the MMLIS program at the University of Southern California (USC) to revisit the program's DEIA policies and procedures and add anti-racism constructs into the curriculum.
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The purpose of this paper is to highlight how young people engage in social justice work. This study is guided by the following question: how do students engage in the social…
Abstract
Purpose
The purpose of this paper is to highlight how young people engage in social justice work. This study is guided by the following question: how do students engage in the social justice work of storytelling through art?
Design/methodology/approach
The title stems from a conversation the researcher had with the four female students about whether they identified themselves as activists. After the students collectively agreed that they did not align with the term “activist”, they continued to grapple with definitions of the word and discussed other terms to describe themselves. The conversation is one of many that emerged from a three-year qualitative research project that focused on youth activism, which included a one-year critical narrative inquiry into a ninth-grade Humanities classroom.
Findings
This paper positions the artwork as activism, in that the girls embedded multiple narratives into their art to portray a complex narrative about the realities of sex trafficking in their community.
Research limitations/implications
The paper will conclude with implications that focus on the importance of blurring the boundaries between classrooms and communities, cultivating spaces for young people to develop an activist stance and working alongside youth as they compose political–personal stories about injustice, inequality and inequities in their fights for social change.
Originality/value
This paper offers a unique discussion of artmaking (collective biography) as a form of socially just youth literacy. As such, interstitial literacies become the acts of speaking, reading, writing and being that youth/students create and engage in as they move between classrooms and communities.
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The management of children′s literature is a search for value andsuitability. Effective policies in library and educational work arebased firmly on knowledge of materials, and on…
Abstract
The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.
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Jason Miklian and Ralf Barkemeyer
This paper aims to present a new survey data set of 9,065 private sector respondents and other stakeholder groups, in Myanmar. The primary aim of this paper is to offer new…
Abstract
Purpose
This paper aims to present a new survey data set of 9,065 private sector respondents and other stakeholder groups, in Myanmar. The primary aim of this paper is to offer new insight avenues on local business–conflict–development interactions, and offer the full survey data set itself as an open-source research tool for scholars and practitioners.
Design/methodology/approach
The survey was conducted over smartphone in 2018. It asked questions that aimed to better understand the relationships between business, ethnic conflict, investment, corporate social responsibility and the United Nations sustainable development goals in Myanmar and in Rakhine State in particular.
Findings
The data set captures a series of significant differences in corporate leadership perspectives on the role of business in society, across sectors (e.g. banking, agriculture, retail, manufacturing, extractives) and variations across firm country of ownership (e.g. national firms, Global North firms, Indian firms, Chinese firms).
Research limitations/implications
The authors conclude with a brief discussion of possible research findings from the survey, offering suggestions for possible forward analysis. The authors offer here the raw survey data as an attachment for full global open-source use and application.
Practical implications
This data set offers a unique window into stakeholder perceptions and understandings of working through conflict, and the role of business in development in a fragile conflict-affected state (Myanmar). The authors also conduct two example analyses of the data set using ANOVA and Kruskal–Wallis tests to illustrate possible uses and findings of the data set.
Social implications
The authors briefly discuss social implications as well, particularly regarding the role of business in peacebuilding and development.
Originality/value
This data set offers a unique window into stakeholder perceptions and understandings of working through conflict, and the role of business in development in a fragile conflict-affected state (Myanmar). The authors also conduct two example analyses of the data set using ANOVA and Kruskal–Wallis tests to illustrate possible uses and findings of the data set.
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Thomas Coleman and Arthur G. Money
This paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL…
Abstract
Purpose
This paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development.
Design/methodology/approach
Initially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design.
Findings
The paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning.
Research limitations/implications
While the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing.
Originality/value
This paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas.
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