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This study aims to introduce the concept of communities of social media practice where more experienced users provide guidance to female novice users, enacting a form of legitimate peripheral participation to “onboard” newcomers.

Through surveys with 968 early adolescents (average age was 13), the authors quantitatively explored sources and types of guidance for young social media users, popularity of conversation themes related to this guidance and how these conversations are associated with positive social media engagement. The authors qualitatively documented a case study of how a summer workshop of 17 students promotes positive social media use through a community of practice.

Although early adolescent girls reported that they more frequently talked to their parents about a wider range of social media topics, same-age peers and younger family members (e.g., siblings, cousins) were also frequent sources. Surprisingly, the authors also found that the source most strongly associated with positive social media use was the peer group. This case study of an intentional community of practice demonstrated how peers go from “peripheral” to “centered” in socializing each other for more positive social media use.

Unlike most prior scholarship on mediating social technology use, this study focuses on a critical developmental period (e.g. early adolescents), sources of guidance other than exclusively parents, explore the specific conversation topics that offer guidance and document an informal community of practice for girls that provides the training ground for peers and adult facilitators to codesign more positive social media spaces.

The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.

The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.

The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.

While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

To describe how combining a working definition of reflection with a framework for applying this definition can lead to a greater consistency in the manner with which reflection instruction is implemented in educator preparation programs.

Cultivating the habit and practice of reflection has been a long-standing goal of educator preparation programs. However, much of the research literature indicates a lack of consistency in the way that reflection is defined and taught in these programs, particularly in the context of video-reflection. This chapter examines how a workable definition of reflection based on Dewey’s phases of reflection can be used to make reflection instruction more consistent and meaningful for pre-service teachers.

The authors discuss the video-reflections of four different pre-service teachers, providing examples from their reflections to demonstrate how a workable reflection definition can assist teacher educators in developing the reflective capabilities of pre-service teachers.

By instituting a workable definition of reflection consistently across an educator preparation program, teacher educators can increase the likelihood that pre-service teachers will be prepared to engage in meaningful reflection when they begin to lead a classroom on an extended basis.

The dynamic employee engagement framework visually delineates employee engagement from its antecedents and responds to the debates regarding how employee engagement is positioned within the academic literature.

A narrative literature review was conducted.

The new framework visually demonstrates the impact of contextual changes on employee engagement. Additionally, it positions employee engagement as a psychological state (psychological presence) and as a behaviour.

The new framework promotes the study of behavioural engagement when the incorporation of context and/or multiple voices is required. Accordingly, studying behavioural engagement may help scholars understand more about the dynamics of employee engagement within and across different settings, reduce the reliance on self-reported studies and help bridge the employee engagement academic and practitioner discourses.

Human resource management/development practitioners and line managers may use the new structured framework in several ways to help them foster employee engagement.

The new framework extends five integrated employee engagement models by incorporating the macro and micro external context, and repositioning trust and feedback. In doing so, it more accurately conveys diagrammatically the dynamic nature of employee engagement following significant contextual changes. It also visually separates out the antecedents to employee engagement thus respecting construct boundaries and positions employee engagement as a multi-dimensional construct comprised of psychological state (psychological presence) and behavioural engagement. Building on this, we also argue that double-loop learning is an example of behavioural engagement.

The purpose of this study is to evaluate the nutritional effects in Wistar rats of supplementation with stand-alone saturated fatty acid (SFA) or monounsaturated fatty acid (MUFA), the replacement of SFA by MUFA and the combination of both (SFA + MUFA) over a long period of time (13 weeks).

In total, 30 Wistar rats were used and randomly assigned to receive (n = 6): control – lab chow; lard (L20%) – lab chow with added lard (20%); olive oil (O20%) – lab chow with added olive oil (20%); lard replacement with olive oil (L20% –O20%) – during six weeks lab chow with added lard (20%) replaced by lab chow with added olive oil (20%) given during the past seven weeks of the trial; lard combination with olive oil (L10% + O10%) – lab chow with added lard (10%) and olive oil (10%). Food and caloric intake, weight gain, food and energy efficiency, body mass index, bone mineral composition and blood biochemistry were evaluated.

All diets with added fatty acids showed higher energy intake (p < 0.001), weight gain (p = 0.01), accumulation of adipose tissue (p = 0.02) and food and energy efficiency (p = 0.01) compared to the control group. All groups exhibited higher levels of blood triglycerides compared to the control group (p = 0.02). In addition, the L10% + O10% group developed hyperglycemia (p < 0.001); the L group showed higher amounts of non- high density lipoprotein (HDL-c) (p = 0.04); and the L20%−O20% group exhibited high levels of the triglyceride/HDL-c ratio (p = 0.04) in relation to the control.

These results indicate that regardless of the fatty acid type, consumption in large quantities of fatty acids for long periods of time can cause obesity and dyslipidemia.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

In the United States, welfare-to-work workers are under scrutiny from everyone and must defend the program if they want to defend themselves as good workers and good people. I build on past research that has examined how workers manage their emotions to cope with dilemmas in their jobs in a number of settings including hospitals, nursing homes, restaurants, and airplanes.

In this chapter, I draw on data from an in-depth case study of a rural North Carolina (USA) welfare office using data primarily from observations and interviews with 19 welfare-to-work workers.

Within this highly constrained and contradictory work environment, workers recreate and redefine themselves as good workers and good people while simultaneously punishing program participants. To achieve this difficult task, workers manage their emotions through two key strategies, using institutionalized rhetoric and tough love paternalism, to justify their actions toward participants.

I add to the existing literature by examining how welfare-to-work workers cope with the emotional and moral dilemmas of their jobs.

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching (ISATT) on the professional learning, teaching, and research of members specifically in the Asia-Pacific region. The authors employ qualitative methods, primarily self-study and narrative inquiry, and use descriptive statistics derived from survey responses to support their claims. The work not only speaks to ISATT’s significant shaping effects but also to historical and contemporary challenges the organization faces as it moves toward the future.

To date, most research has assumed an additive relationship between work-related predictors and engagement. The purpose of this paper is to contribute to the refinement of engagement theory by exploring the extent to which two predictors – person-organization fit and organizational trust – interact to influence employees’ engagement, which in turn, positively influences their task performance.

A test of moderated mediation was conducted using survey data collected from 335 employees and matched performance records from the Human Resource department in a support services organization in the UK.

Engagement was best predicted by the interactive model, rather than the additive model, as employees who felt a close fit with their organization and who trusted their organization were most engaged with their work. Further, engagement mediated the relationship between the interaction and task performance.

This paper contributes to a refinement of engagement theory by presenting and testing a model that explains the synergistic effect of work-related factors on engagement.

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.