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A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students.

This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness.

The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives.

The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

The UK wine market is one of the largest in the world. The purpose of this paper is to investigate current social and cultural influences affecting the buying behaviour of UK wine consumers within off‐trade environments.

Three stakeholder groups involved in the provision and sale of wine in the UK are identified. Data gathered from these stakeholders, via semi‐structured interviews, are used to classify groups of UK wine consumers and to develop a question schedule for a series of six wine consumer focus groups.

The results show that intended usage and or consumption situation have significant influence upon purchasing behaviour. The purchase decision is further influenced by whether intended usage is to be private or public. Significant gender differences are identified; wine buying is often perceived as a predominantly male role although more women actually buy more wine. Differences in low involvement and novice behaviours are identified.

The sample population used was small and may not be representative quantitatively. However the use of focus groups enabled the gathering of significant qualitative data.

As a mature, sophisticated wine market, wine purchasing and consumption in the UK has become so incorporated into lifestyle that the consumption context drives purchasing behaviour whether overtly or covertly. Understanding the context of presumed use enables better understanding of consumer behaviour to be developed.

This study suggests that whilst high and low involvement market segments can be, and have previously been, identified these are artificial and fluid constructs since most wine consumers utilise a range of behaviours.

The purpose of this study was to identify factors that motivate or impede faculty use of learning object repositories (LORs). The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework for this study.

The study used both quantitative and qualitative approaches to explore two research questions relating to factors affecting faculty use of LORs. Research subjects were faculty users in two- or four-year colleges or universities from two LORs: Orange Grove and Wisconsin Online Resource Center (Wisc-Online). Two phases of the study were conducted. Phase I of the study collected data by semi-structured interviews, and data were analyzed by a content analysis method. Based on the results of Phase I, Phase II collected data by a survey instrument, and data were analyzed by descriptive statistics and analysis of variance.

The study identified 22 factors as motivators for faculty use of LORs and 13 factors as barriers for faculty use of LORs.

The research policies of Orange Grove and Wisc-Online limited the selection of study participants. Lack of a random sample and a small sample size limited the generalizability of the results and findings of the study. However, as an exploratory research, the results and findings of the study are still valuable for LOR builders and managers to get a better understanding of factors affecting faculty use of LORs, and to develop strategies to recruit more faculty members to use LORs.

The findings and results of the study can inform designers and managers of LORs about what positively or negatively influences faculty use of LORs, and serve as a basis to develop strategies to recruit faculty members to use LORs.

First, this study identified the factors that motivate or impede faculty use of LORs from actual faculty users’ perspectives, so these factors more accurately reflect LORs’ values to faculty in teaching and course design and the barriers for faculty use of LORs in a practical environment. Second, this study is among the first known to explore these factors using UTAUT as the theoretical framework, and the results of the study also validate UTAUT in the context of faculty use of LORs.

This paper analyzes the impact of economic downturns on the revenue and expense sides of city financing for the period 2003 to 2009 using a convenience sample of the audited end of year financial reports for thirty midsized US cities. The analysis focuses on whether and how quickly and how extensively revenue and spending directions from past years are altered by recessions. A seven year series of Comprehensive Annual Financial Report (CAFR) data serves to explore whether citiesʼ revenues and spending, especially the traditional property tax and core functions such as public safety and infrastructure withstood the brief 2001 and the persistent 2007 recessions? The findings point to consumption (spending) over stability (revenue minus expense) for the recession of 2007, particularly in 2008 and 2009.

This chapter focusses on the research methodology of the completed project, drawing on what Martin (2008) described as ‘Indigenist’ research traditions or practices. The project drew upon tenets of critical race theory which developed over the life of a university teaching and learning project to support the praxis of Aboriginal and Torres Strait Islander, or Indigenous,1 pre-service teachers on their final internships prior to graduating.

The broader project was conceptualised and framed within our prioritisation of Indigenist standpoint and critical race theory. Our project was designed to amplify the perspectives and voices of Indigenous students in situations where White, hegemonic relations appeared to constrain their potential achievement on practicum in socially unjust and often racist ways. Research into the achievement and success of Indigenous education graduates in Australia is dominated by non-Indigenous reporting, framed in deficit language of Indigenous ‘underachievement’, ‘barriers’, ‘lack’, and ‘disengagement’, rather than from their experience of injustice in their professional preparation as teachers.

The research design troubled how researchers like us ‘come to know’ Indigenous achievement in the higher education sector through the pre-service teachers’ words, impelling us to listen to stories of discrimination, rather than to official accounts of how they ‘failed’ to measure up to teacher standards. The attention to detail in the multi-site, micro-level practices in teacher education and the ways these unfold in situ for Indigenous students would not be possible without the Indigenist research methodology developed in partnership with Indigenous research colleagues and student co-researchers.

This chapter then serves to remind educational researchers that research is a practice and has practice architectures with particular hegemonic arrangements which have not transpired to serve the interests of Indigenous peoples. Honouring Indigenist standpoint and employing critical race theory in research design thus means paying particular and careful attention to the work that research practices do, on, to, and with communities, not normative (colonial) crafting of the praxis research problem.

The proliferation of social networking sites (SNSs) has drawn attention to different parties in realising their goals. Advertisers utilise SNSs to promote new products and services; politics optimise SNSs to gather support from the public, while ordinary users use SNSs as a unique platform to practice self-disclosure, develop networks, and sustain relationships. This study explores how social anxiety affects self-disclosure on SNSs and well-being. It also examines the moderating effects of two contextual factors, namely, online disinhibition and psychological stress. Two hundred and thirty-four valid responses were collected via an online survey. A positive relationship between social anxiety and self-disclosure, and self-disclosure and well-being was found. Furthermore, a positive moderation effect among social anxiety, online disinhibition, and self-disclosure was revealed. This research contributes to the development of social networking literature. It also enhances the understanding of disclosure patterns on SNSs among socially anxious individuals, thereby providing important insights for practitioners, educators, and clinicians.