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This research demonstrates that the combination of two methodologies to describe photographs — Nobrade and Sepiades — together with the contextualization and identification of the content informational model of the photograph facilitates the reconstruction of institutional memory. This exploratory research based on case study adopted a set of metadata from Nobrade and Sepiades aiming at the organization and availability of the set of information extrinsic to the 20 portraits of the rectors of the Federal University of Pernambuco from 1946 to 1971. For the contextualization of this period, some of the events that occurred in Brazil were highlighted, as they influenced the academic environments during the Democratic Period and the Military Regime. The description of the photography was made in four parts: first part was called administrative dates resulting in the photo identification information; second part was the provenance data, that is, data about its origin and context; third part was composed of the technical data of the photograph; and fourth part was composed of the image data which contains information about the content of the photograph. The second and fourth parts using context and content information enable the photograph to be understood beyond what can be seen and contribute to the reconstruction of institutional memory. This research contributes to the elaboration of a documentary system using a combination of methodologies, focusing on photographs, not only as an institutional technical activity, but also as an activity necessary for the reconstruction of the institutional memory.

This chapter explores the relationships between 12 single mothers with breast cancer and their children, a subtheme of a larger qualitative study.

Qualitative data were collected via interviews. The study used the ecological systems theoretical framework to explain findings.

In speaking with women about how they constructed and altered their social networks post-diagnosis, many talked about their relationships with their children. This chapter explains how these mothers discussed their diagnoses with their children in age-appropriate ways; how they relied on their children during treatment for informational and emotional support; and how relationships with their children changed during treatment and recovery.

Based on findings from this study, family scientists, public health professionals, and oncology care providers may have a better understanding of the specific concerns and experiences related to the children of breast cancer patients without partners.

This study yields new information about the support needs of single breast cancer patients and their children, and offers insight into what researchers and medical teams can do to better support families affected by breast cancer.

This is an attempt to introduce proactive changes when creating and providing intellectual access in order to convince catalogers to become more social catalogers then they have ever been in the past.

Through a brief review and analysis of relevant literature a definition of social cataloging and social cataloger is given.

User contributed content to library catalogs affords informational professionals the opportunity to see directly the users’ perceptions of the usefulness and about-ness of information resources. This is a form of social cataloging especially from the perspective of the information professional seeking to organize information to support knowledge discovery and access.

The user and the cataloger exercise their voice as to what the information resources are about, which in essence is interpreting the intentions of the creator of the resources, how the resource is related to other resources, and perhaps even how the resources can be, or have been, used. Depending on the type of library and information environment, the weight of the work may or may not fall equally on both user and cataloger.

New definitions of social cataloging and social cataloguing are offered and are linked back to Jesse Shera’s idea of social epistemology.

This chapter explores the concept of identity-conscious advising and coaching to support the development of First-Generation Black Male College Students during their undergraduate experience. Advising and coaching represent foundational practices colleges and universities use to support student success. Much like other aspects of education, institutions implement advising and coaching practices without consideration for how the identity of the student or the professional delivering the service influences student outcomes. First-Generation Black Male College Students' interactions within the college context are often framed by their visible, racial, and gender identities as opposed to their first-generation experience. First-Generation Black Male College Students experience microaggressions, discrimination, deficit perspectives, or negative stereotypes. By exploring an identity-conscious approach to relevant advising theories and coaching approaches, the chapter highlights the importance of building trusting, affirming relationships that lean into the lived experiences of First-Generation Black Male College Students without subjecting them to false, harmful stereotypes. This approach requires self-awareness on the part of educators and an understanding of the racialized dynamics that are inherent in the experience. Without addressing anti-Blackness, the impact of advising and coaching on First-Generation Black Male College Students is likely to have diminished or limited effects for this vital student population.

Purpose – This research examines the nexus of two important phenomena: established information practices and the uptake of social media tools to facilitate or extend these practices. It aims to provide a conceptual account of how social media is embedded in the practices of the information sector.

Methodology – The research design is based on qualitative multiple case studies and grounded theory following Eisenhardt (1989). It uses an information practice as a unit of analysis and collects data as written and spoken descriptions of practice.

Findings – Existing knowledge and expertise in the use of social media is nascent and disparate and often available only as anecdote. As a result of this research, it is captured and conceptualized and a theoretical frame for social media use in information work emerges – a deeper understanding ensues.

Originality/value – This research uses a practice perspective to focus on the activity involved in social media adoption to support information work. In theorising across multiple descriptions of information practices, this research provides a steadying influence in information environments that may feel obligation to embrace the global phenomena of social media. Clarifying guidance for purposeful information work will benefit the information profession and advance its various practices.

This study extends work from home (WFH) literature by recasting WFH performances that emphasise agents’ manipulation of scene. Drawing on the dramatist paradigm, the study uses Burke’s pentadic criticism to code the social media application Pinterest’s ‘work from home’ and ‘home office’ pinboards for act, agent, agency, scene, and purpose. Pinterest is a social media application that users post pins (images with verbal tags and link to external sites, especially blog sites) and collect pins by subject on an electronic pinboard, which other users can like, follow, and share. Analysis of WFH pins reveals that the agent–scene ratio saturates pins emphasising the agency of WFH agents to control their scenes or home office spaces. The idealism of the agent–scene ratio in pins further demonstrates an unrealistic approach to popular culture’s shift to WFH and a romanticisation of WFH as idyllic working conditions. Scripts for employees and employers are explored to equip them with the rhetorical resources to more closely align their agent–scene ideals with the scene–agent realities.

The Department of Nationality Literatures of the Russian National Library (RNB) in Saint Petersburg is a unique repository of publications in diverse languages of the peoples of the former USSR. In the collections are works in the Latvian language not to be found in Riga, works in the Tatar language not to be found in Kazan, and so on. Over the course of many decades academic researchers from all over the world have worked with these collections. Following the breakup of the USSR, the relevance of new functions for the department become apparent. First, as the nationality communities in Saint Petersburg came to life, many people were drawn back to their own ethnic roots. The Department of Nationality Literatures serves, in its own way, as a national center for representatives of nationality communities. Second, the need to promote tolerance is important in Russia today. The Department brings into the public eye the cultural riches of diverse peoples and, in that way, promotes mutual understanding and tolerance. The results of a sociological study have been employed to determine the role of the Department in current changing sociocultural conditions.

Library and Information Studies (LIS) education is changing to meet the needs of a dynamic, information-seeking public by infusing new skills development into the education process. This includes new ways to teach from a theoretical point of view in the classroom, new partnerships and expectations, and learning from practitioners through practicums, internships, and volunteering. Embracing innovation and entrepreneurship within the education framework for library and information science education will ensure a profession that can change and be sustainable into the future.

Examples and active programs from field literature are provided to make the case for the need to include entrepreneurial skill development into the LIS curriculum and program development.

This chapter will discuss the value of applying or including an entrepreneurial education component into LIS programs. Changes to practicum experiences can also help students engage more broadly and redefine how to provide library resources and services in an uncertain future. The value to the student will also be examined. Whether as part of a standard program or as part of a professional development initiative, students or individuals obtaining competencies and skills related to risk-taking, building diverse relationships, and becoming comfortable with ambiguity will increase their chances for a broader range of employment.

The work in this chapter has been developed and shared in pieces at various presentations and venues but never collected and documented as a single work, but for this chapter.

According to the United Nations High Commissioner for Refugees, the world is experiencing the greatest refugee crisis in recorded history alongside increasingly restrictive limits on asylum seekers and refugees. In 2020, the US administration established a ceiling for refugees of 18,000 people, the lowest number on record, and only 11,814 refugees were admitted to the United States. The Biden administration has expressed commitments to building a coherent asylum and refugee system and quickly reversing recent detrimental policies. But the administration has cautioned how quickly change might occur, given how “agencies and processes…have been so gutted.”¹

2016 to 2020 included an overwhelming series of changes to laws and policies affecting asylum seekers, often with little documented planning or communication, wreaking severe effects on conditions for asylum seekers at the US–Mexico border. These changes had significant consequences for human rights, most notably the linchpin right of access to information. At the US–Mexico border, must the right “to seek, receive and impart information” be fulfilled in order to fulfill the right to asylum?

While information professionals are not expected to be experts in law, they are experts in understanding the link between access to information and the realization of justice and human rights. This chapter investigates the role of the information professional in the fulfillment of the right to asylum, particularly in the context of contemporary asylum seekers at the US–Mexico border, volatile information landscapes, and the legal and historical framework in the United States for seeking asylum.