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A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student-focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the setup and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries. The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.

We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of the world’s knowledge is at our fingertips. Students have unlimited access to information in the form of e-books, journals and other open sources. The value of a physical repository of knowledge is diminishing and the printing of material is becoming less compelling. It has been noted that college students spend as much time on the internet as they do while studying (Jones, 2002). The most pertinent question is whether the library is still considered an important source of information to students? Can we imagine a university without a library with just computers and a server room? The information highway is posing new challenges that the librarians have to deal with (Dunn, 2002; Rockman & Smith, 2002). In the past, gatekeepers like the librarian decided what a student should read, depending on their level of study and their comprehension power. The picture has altered and now students decide what exactly they should read with the click of their computers. Leaders in higher education institutions are skeptical as to how much they should actually invest in buying books, how many shelves to create to stack them and whether the collection of books is going to be an indicator of the academic quality of that institution. This book talks about a vital subject as to how much and in what ways a library can engage a student to create information literacy. Various interventions have been discussed as case studies in colleges and universities from Canada to India. Student-centered workshops have been designed along with university partnerships with a writing center as well as the role of a library as a source of socio-economic transformation in Africa. The experiences shared by the authors in this book will be a valuable resource for librarians across the world as they increase their collaborative efforts to promote the value of information literacy for students.

Soil quality is in decline in many parts of the world, in part due to the intensification of agricultural practices. Whilst economic instruments and regulations can help incentivise uptake of more sustainable soil management practices, they rarely motivate long-term behavior change when used alone. There has been increasing attention towards the complex social factors that affect uptake of sustainable soil management practices. To understand why some communities try these practices whilst others do not, we undertook a narrative review to understand how social capital influences adoption in developed nations. We found that the four components of social capital – trust, norms, connectedness and power – can all influence the decision of farmers to change their soil management. Specifically, information flows more effectively across trusted, diverse networks where social norms exist to encourage innovation. Uptake is more limited in homogenous, close-knit farming communities that do not have many links with non-farmers and where there is a strong social norm to adhere to the status quo. Power can enhance or inhibit uptake depending on its characteristics. Future research, policy and practice should consider whether a lack of social capital could hinder uptake of new practices and, if so, which aspects of social capital could be developed to increase adoption of sustainable soil management practices. Enabling diverse, collaborative groups (including farmers, advisers and government officials) to work constructively together could help build social capital, where they can co-define, -develop and -enact measures to sustainably manage soils.

With particular reference to qualitative humor research, this paper aims to look at fieldwork from a new angle. The purpose of this paper is to address humor research foci by completing a fusion autoethnographic analysis of how lead author used humor to interact with the participants. This analysis outlines the two examples of joke-ability; specifically self-deprecating humor and more generally attempts to blend in.

This paper draws on fusion autoethnography where Author 2 actively worked to help Author 1 push deeper into her use of humor and its historical context within her life. This created a dialogue to deepen the self-analysis on Author 1’s humor methodology.

The use of humor, by humor researchers, may be of particular importance if the researched groups, society, or nation values humor in both formal and informal contexts. Researcher’s humor can be a spontaneous and dynamic way of learning and engaging with the researched environment.

This paper aims to be a starting point for the discussion about the understudied issues of place and role of the use of humor by a humor researcher, and the challenges of conducting humor research within an educational context. The innovative fusion autoethnographic analysis helps to reflect upon researcher’s role and behavior. The study contributes to humor research methodology by exploring the effects of researcher’s use of humor on both the researcher-participant relationship and the data.

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.