Search results

The purpose of this paper is to describe an approach to developing a makerspace assessment plan. This approach focuses on connecting organizational and service point mission statements with outcome-based assessment plan goals, strategies, methods, and success measures.

This paper will outline the steps taken by an academic research library to design an outcomes-based assessment plan that monitors the human ecology of a makerspace. The paper includes a history of the space, the role of the library within the campus makerspace environment, the connection between mission statements and assessment plans, and how that connection can facilitate and drive space and service design.

Designing assessment plans that are centered on a makerspace mission statement can ensure that progress toward fulfilling the mission, values, and goals of the space is constantly monitored.

Academic library makerspace assessment literature is still in its infancy. This paper seeks to contribute to the literature on academic library makerspace management and stewardship.

Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum.

In total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood.

The HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people – a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were “engaging” and “relevant” for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education.

This paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach.

This paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers’ desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

It is commonly believed that the complexities of different languages, cultures, histories, time zones, locations, governments, financial and legal systems contribute to the difficulty of leading global change. And yet, there is surprisingly little research at the intersection of global change and global leadership to guide practitioners. To fill this crucial gap, we provide a helpful framework for global leadership practitioners and scholars that emerged from a qualitative study of success factors in leading effective global change initiatives. We employed a comparative case study methodology to examine strategies and processes used by leaders of successful corporate and NGO global change projects. After comparing multiple cases of successful and unsuccessful global change initiatives in four organizations, we concluded that effective global change requires leaders to pay attention to 14 success factors categorized into three key design imperatives: (1) participatory process, (2) representative leadership, and (3) nested implementation. Participatory process consists of these success factors: (1) establish a clear vision, (2) ensure a collaborative start, (3) invite to the table as equals, (4) seek ideas from outside headquarters, (5) recognize and celebrate others, and (6) build systems for interdependence and accountability. Representative leadership includes: (7) create local leadership, (8) enable knowledgeable leadership, (9) empower willing leadership, and (10) develop bridge people. Nested implementation is composed of: (11) leverage formal communication channels, (12) attend to individual needs via interpersonal communication, (13) set global standards with local flexibility, and (14) test for regional credibility. We discuss these factors in light of existing literature and identify the implications and new horizons for global leadership theory and practice with respect to leading global change.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.

The purpose of this paper is to investigate how public relations practitioners view their role in guiding their organizations’ frontline (nonnominated) employees’ social media use and the tensions that organizations must navigate when they interact with their employees online.

This study utilizes in-depth interviews with 24 PR practitioners in the USA. Data were analyzed via grounded theory’s approach to open, axial, and select coding.

PR practitioners engage in three activities to guide employees’ social media use: serving as a reactive-technical resource; supporting employee communities; and responding to incidental monitoring of social media posts.

The study extends stakeholder theory by describing the normative expectations that are placed on employees when it comes to discussing the organization online.

Recommendations are offered for PR practitioners regarding the boundary-respecting management of nonnominated employees’ social media use.

Findings point to a greater understanding about frontline workers’ roles in supporting their organizations and the need for organizations to carefully explain social media policies.

Scholars have not fully explored the challenges that firms face when they seek to influence employees’ personal social networking activities. There is new insight about the ways in which organization can ethically engage with employees in digitally mediated spaces.

No one acquainted with the facts that gave rise to the packing‐house scandals of the year 1906 believed that the belated promises of reform then made by certain American meat packers were to be relied upon. Many of these people were threatened with a serious loss of trade, and it was evidently their best policy at the time not too strongly to oppose legislation that was apparently devised to permanently better the conditions in the slaughtering establishments and packing‐houses.

This chapter examines how religion and religiosity shape economic norms in Villa Israel, an urban squatter settlement in Cochabamba, Bolivia. In Villa Israel, residents share water with others to help overcome limited access to drinking water. Using a mixed methods approach, we draw on the results of ethnographic research and economic experiments. The analyses yield three key results. First, there were strong norms of generosity and charitable giving in the community. Second, religiosity was positively associated with generosity. People who adhered to Christian conceptions of charity and frequently attended religious services were more likely to give generously. While wealth was a limiting factor on some families' ability to give water, there was no evidence that the rich and poor endorsed different norms of fair giving. Third, the norms of fair giving varied in the context of the three most common reciprocal relationships in the community (family members, coreligionists, and neighbors). Compared with neighbors, exchanges between family members and coreligionists were relatively generous and permissive of self-interest. Based on these results, we conclude that the presence of strong Christian norms of generosity and fair giving is an important institutional mechanism for facilitating water reciprocity in this community.

WE regret to learn that the Leyton Borough Council has followed the bad example of East Ham in transferring its library responsibilities from the ad hoc Library Committee to the Education Committee. The case is worse than that of East Ham in that the Borough Council is not the education authority and the library system, with its library staff, consisting of men of life‐long experience, will be handed over to the County Education Committee. Such transfers are not made in order to promote the efficiency of the library but because the Councils are under the delusion that by some species of financial legerdemain a library service will be provided without payment on their part. As the promoters of the 1919 Act certainly did not intend any such actions as this, we hope that the Library Association may be able to do something before the transfer takes effect. Our hope, we are bound to admit, is a faint one.