Search results

This paper seeks to present the findings of a series of experiments in embedding a librarian at a variety of levels into the undergraduate classroom. This study aimed to determine whether different levels of librarian embedment correlated with improvement in undergraduate students' information literacy (IL) skills.

Students from five undergraduate History courses and two undergraduate Women's Studies courses participated in the study. A librarian was embedded in each of the courses, at a variety of levels across courses. All student assignments were graded using a standardized rubric. Students' IL skills were assessed using the research component of the rubric, which measured their ability to locate, retrieve, evaluate, and incorporate sources into their assignments. Students' research and overall scores on their initial problem‐based learning (PBL) assignments and written assignments were compared to their final assignment scores in order to assess improvement over the course of the term.

There was significant improvement in students' scores when a librarian was conspicuously and obviously embedded in the academic classroom. Students' scores showed little improvement when the librarian was embedded but not explicitly identified as a specialist in information literacy, and when the researchers attempted to embed information literacy seamlessly in the classroom.

The research was conducted only in courses in the Humanities.

This study suggests that students' IL skills improve most when IL is identified in the classroom as a specialized subject taught by a highly trained specialist. The methodology used may be useful for others studying the impact of IL instruction.

Although embedding has been studied and reported on in the literature in a variety of contexts, the study of different levels of embedding, quantified using the same rubric is unique.

The purpose of this conference report is to provide a perspective of the LOEX‐of‐the‐West (LOTW) biennial conference from a first time attendee.

Reviews the conference from the perspective of a first time attendee and highlights several sessions that especially reflected the conference themes of experimentation and innovation.

The paper finds the LOTW biennial conference to be a valuable resource to all librarians in general; and especially valuable to new librarians.

The paper shows that the conference is of high value for reference and information literacy practitioners.

The purpose of this guest editorial is to provide an overview of the LOEX‐of‐the‐West 2008 Conference.

The paper is a review the conference, which was hosted by the University of Nevada, Las Vegas, and held from June 4‐6 on the UNLV campus.

The conference provided a forum for learning and thinking about gaming as it applies to information literacy instruction and for sharing ideas, techniques and concerns.

The paper gives an overview of the LOEX‐of‐the‐West 2008 Conference, and the issues raised there.

To share conference highlights and introduce new speakers.

A conference report of the LOEX‐of‐the‐West Conference held in June 2006 in Hawaii demonstrating trends and techniques in library instruction while addressing the use of current and emerging technologies in library instruction.

Library instruction must be relevant to students and compliment the academic programs in which they are enrolled. The theme of “Information literacy for a lifetime,” suggests how fluid the library landscape is and how necessary it is to incorporate appropriate technologies that are commonly used by students in their daily lives to support the goals for instruction.

Introducing sessions and presentations that utilized different instructional technologies this conference report suggests some rather creative strategies for teaching and offering bibliographic instruction.

The purpose of the paper is to provide a framework for reflecting on how different ways of configuring spaces in higher education (HE) condition the possibilities of learning. Second, the purpose is to construct a storytelling approach for the configuration of such spaces.

The paper’s conceptual purpose is achieved through a theoretical discussion of three concepts: performance, politics and storytelling.

Learning in HE needs reconsideration in terms of what kinds of learning are made possible through the discursive and material configuration of the spaces of research and teaching. In particular, the focus to some extent should move away from the management and control of learning toward what enables learning.

The literature on organizational learning and the learning organization comprise concepts, methods and tools that play different roles with regard to controlling, shaping and enabling learning. When the focus is on learning in HE, it is important to be aware of the tracks of learning these technologies enable.

The interest in managing and controlling learning is often problematic in relation to the potential of HE to produce new and innovative forms of learning.

This paper introduces the term “spaces of performance,” which directs attention toward the material, discursive and relational conditions for learning. It also introduces a space of storytelling as a new principle for learning in HE.

To present an analytical framework for conducting critical dialogic accounting and accountability-based participatory action research to further democratisation, social change and empowering marginalised groups, and to reflect on its application in a Bangladeshi nongovernmental organisation's microfinance program.

The framework, synthesising prior CDAA theorising and agonistic-inspired action research, is described, followed by a discussion of the methodological challenges when applying this during a ten-year, ongoing intervention seeking greater voice for poor, female borrowers.

Six methodological issues emerged: investigating contested issues rather than organisation-centric research; identifying and engaging divergent discourses; engaging marginalised groups, activists and/or dominant powerholders; addressing power and power relations; building alliances for change; and evaluating and disseminating results. The authors discuss these issues and how the participatory action research methods and analytical tools used evolved in response to emergent challenges, and key lessons learned in a study of microfinance and women's empowerment.

The paper addresses calls within and beyond accounting to develop critical, engaged and change-oriented scholarship adopting an agonistic research methodology. It uses a novel critical dialogic accounting and accountability-based participatory action research approach. The reflexive examination of its application engaging NGOs, social activists, and poor women to challenge dominant discourses and practices, and build alliances for change, explores issues encountered. The paper concludes with reflective questions to aid researchers interested in undertaking similar studies in other contentious, power-laden areas concerning marginalised groups.

Indigenous and racialized people have suffered multifaceted dispossession as a result of ongoing and historical violence by the Canadian state. Most greatly affected are Indigenous gender-queer and nonbinary people, who have been erased by law and policy and are targets of violence; Indigenous women, who are targeted by gender discrimination and violence; and Indigenous children, who continue to be removed from their communities. Nonwhite or racialized migrants to Canada are victims of the same colonial project, which relies on the slavery of Black and Brown bodies and Orientalist constructions that portray the West as “superior” in relation to the “barbaric” East. This dispossession, oppression, and violence are met by a constellation of local and global approaches to resist, heal, and create Fearless futures for Indigenous and racialized people.

Through collaborative storytelling, this chapter centers a radical project focused on resistance to gender violence, reconnection to land and body, Indigenous and settler solidarity, storytelling and witnessing, and healing through art. These efforts, including multiple community workshops and mural projects with Indigenous and racialized women, as well as queer and two-spirit people and youth, have recentered Indigenous healing and medicine, promoted intergenerational teachings, fostered intercommunity relationship building and solidarities through stories and witnessing, reconnected disconnected Indigenous peoples (both local and settler) to their bodies, lands, and communities, and unsettled colonial mentalities on gender and Indigeneity publicly and privately. This project was a collaboration between The Fearless Collective, based in South Asia, the Innovative Young Indigenous Leaders Symposium, based in British Columbia, Canada, and research from the School of Child and Youth Care, University of Victoria, British Columbia.

Sure there's political instability, high inflation, and vast pockets of poverty. But that hasn't stopped planners from putting plenty of American dollars on the line.

The COVID-19 pandemic provides an opportunity to review net neutrality and the notion that bright light rules are necessary to hold broadband providers from exercising market power. The 2015 Federal Communications Commission (FCC) Open Internet Order asserted that broadband providers have the capability and incentive to harm their customers and third-party service providers. It imposed a set of rules to control broadband providers’ offers, prices, and traffic management. The 2017 FCC vacated all but the transparency provisions of the OIO, restoring the oversight of broadband to the FTC.

This paper offers a review of the evidence regarding the effects of net neutrality regulation, including an investigation of the incidence of violations, or lack thereof, during the 2020 pandemic in the United States. It provides a review of the net neutrality literature and the international research on broadband provider behaviour during COVID-19. The paper presents original research conducted with FCC and FTC reports and a survey of news stories. Brief reviews of federal data on network performance and broadband adoption provide additional context. Given the limited incidence of violations that could be uncovered for the period, the paper suggests why broadband providers behaved opposite to regulatory advocates’ predictions. Contrary to many policy assertions, broadband providers did not block or throttle service, nor did they increase prices arbitrarily or decrease quality. Broadband providers appeared to expand availability, lower broadband prices, and make more networks available, frequently without customer charge. The paper suggests how policy could be updated to reflect the actual behaviour of broadband providers.