Search results

This chapter discusses the Learning Theater, a flexible library space that permits substantial patron involvement in designing dynamic environments to meet diverse learning goals.

We use a case study method to describe and discuss the Learning Theater.

We found that many challenges associated with designing and building a radically different library space to support patron learning goals can be resolved by eliciting patron input in all phases of the process.

We offer three lessons for other libraries intent on developing dramatically new kinds of library spaces: engage the community of users early and throughout, new spaces require robust communications to convey the possible set of uses to the community, and a flexible infrastructure and a responsive staff are key to meeting demands for unanticipated uses.

Our experience in developing the Learning Theater as part of the library education program suggests that libraries can share greater control of new flexible facilities and partner in the creation of intellectual properties to make best use of those facilities in more powerful ways than has typically been done in the past.

During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.

This paper aims to determine if the digital humanities technique of topic modeling would reveal interesting patterns in a corpus of library-themed literature focused on the future of libraries and pioneer a collaboration model in librarian-led digital humanities projects. By developing the project, librarians learned how to better support digital humanities by actually doing digital humanities, as well as gaining insight on the variety of approaches taken by researchers and commenters to the idea of the future of libraries.

The researchers collected a corpus of over 150 texts (articles, blog posts, book chapters, websites, etc.) that all addressed the future of the library. They ran several instances of latent Dirichlet allocation style topic modeling on the corpus using the programming language R. Once they produced a run in which the topics were cohesive and discrete, they produced word-clouds of the words associated with each topic, visualized topics through time and examined in detail the top five documents associated with each topic.

The research project provided an effective way for librarians to gain practical experience in digital humanities and develop a greater understanding of collaborative workflows in digital humanities. By examining a corpus of library-themed literature, the researchers gained new insight into how the profession grapples with the idea of the future and an appreciation for topic modeling as a form of literature review.

Topic modeling a future-themed corpus of library literature is a unique research project and provides a way to support collaboration between library faculty and researchers from outside the library.

Arts festivals use projects to showcase creative works, configuring a creative field, whether locally, regionally or internationally, by whom engages and attends to the arts festival: artists, funders, media and audiences. This study compares the Edinburgh and Berlin arts festivals founded after World War II. Each city began with a founding festival. Edinburgh International Festival of Music and Drama sought to reconcile and heal international relations whereas the Berlin International Film Festival sought to showcase free expression and democracy. Both founding festivals were internationally oriented, as seen in their names. Each city added festivals over time and engaged in distinct temporal strategies and configured different creative fields. Edinburgh’s additional festivals entrained to its founding festival, synchronizing in time and place five festivals which led to greater duration and intensity of the experience and configured an international creative field: artists, media, and audiences who attended and engaged with the city festivals. In contrast, Berlin’s founding Film festival, which was internationally oriented, was followed by festivals that were treated as distinct, scheduling each festival sequentially across a yearly calendar and configuring a creative field regionally oriented around Germanic language and culture. Thus, a city’s temporal strategies for arts festivals may configure international, regional and local creative fields, changing who comprises the field to interact.

The purpose of this paper is to improve the understanding of the factors influencing the success of digital transformation (DT) and problems/challenges in DT as well as the communication methods used to involve citizens, based on a systematic literature review of research articles about citizen involvement in DT published between January 2010 and May 2021.

After establishing inclusion and exclusion criteria, a systematic review of relevant studies was conducted. Out of a total of 547 articles, 33 met the paper selection criteria.

The analysis of the included 33 empirical studies reveals that the factors influencing the success of DT can be described as the opposite side from challenges and problems in DT. These factors and challenges/problems all influence DT and they can be grouped into organisational values, management capabilities, organisational infrastructure, and workforce capabilities. The communication methods for citizen involvement in DT include: (1) communication mediated by human, (2) communication mediated by computers, and (3) mixed communication methods.

The study identified specific factors that influence DT supported by citizen involvement, at a more fine-grained level. The findings concerning communication methods extend related studies for citizen involvement by adding town hall meetings and communication methods mediated by computers. Furthermore, this study links the research findings to develop a framework for citizen involvement in DT, assisting in better selecting communication methods to involve citizens for addressing problem areas in DT.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2022-0237

Leaders are important social actors in organizations, centrally involved in establishing and maintaining institutional values, a view that was articulated by Philip Selznick (1957) nearly a half-century ago, but often overlooked in institutionalists’ accounts. Our objective is to build on Selznick’s seminal work to investigate the value proposition of leadership consistent with institutional theory. We examine public interview transcripts from 52 senior executives and discover that leaders’ conceptualizations of their entities align with the archetypes of organization (i.e., economic, hierarchical, and power oriented) and institution (i.e., ideological, creative and collectivist) and cohere around a set of relevant values. Extrapolating from this, we advance a theoretical framework of the process whereby leaders’ claims function as transformational mechanisms of value infusion in the institutionalization of organizations.

How can we take multimodalities (the discursive, material, spatial, visual, emotional, embodied, etc.) of institutions seriously? In contemplating the implications of the “multimodal turn” (broadly defined) for institutional inquiry and theory, I first situate it within its intellectual current in the social sciences more broadly. I then use three ethnographic vignettes from Israeli high-tech conferences, all centering on “place” (as a – presumably first and foremost – geographical and material reality) to highlight the shortcomings of a “weak” multimodal approach and the promise of a “strong” one. Finally, I suggest ways to capture multiple modalities within an integrated account and discuss the challenges entailed in an institutional inquiry undertaken to acknowledge, and conceptualize, non-linguistic realities.

While the COVID-19 virus has been spreading worldwide, some studies have related the pandemic with various aspects of accounting and therefore emphasized the importance of accounting research in understanding the impact of COVID-19 on society as a whole. Recent studies have looked into such an impact on various industries such as retail and agriculture. The current study aims at applying a sociological framework, sociology of worth (SOW), to the gaming industry in Macau, the largest operator of state-allowed gambling and entertainment in China, which will allow for its development during the COVID-19 pandemic to be charted.

The study uses the theory of SOW as a framework and collects data from various sources, such as the government, gaming operators and the public, to create timelines and SOW frameworks to analyze the impact of the virus on the gaming industry and the society as a whole.

Detailed content analysis and the creation of different SOW matrices determined that the notion of a “lonely economy” during a time of a critical event may be ameliorated in the long term through compromises of the different worlds and actors of the SOW.

Though largely theory-based, this study offers a thorough account of the COVID-19 incident for both the government and the gaming industry to reflect on and to consider new ways to fight against degrowth caused by disasters or crises.

The SOW framework divides society into different worlds of different worths. The current study shows how the worths of the different worlds are congruent during normal periods, and how cracks appear between them when a sudden crisis, such as COVID-19, occurs. The article serves as a social account of how these cracks are formed and how could they be resolved through compromise and reconstruction.

This study is a first attempt to apply SOW to a controversial industry (gaming) while the effects of the COVID-19 pandemic are ongoing. It offers a significant contribution to the social accounting literature through its consideration of the combination of unprecedented factors in a well-timed study that pays close attention to analyses and theoretical elaboration.

The purpose of this paper is to develop a critical analysis of the policy of moral and civic education in the non-tertiary education system in Macao and to examine the kinds of citizens it prepares.

It is a qualitative research design informed by the Foucauldian concepts of “governmentality” and “technology of the self” to analyze the moral and civic education policy in Macao.

The governmentality or art of government of the moral and civic education policy in Macao is made possible by three strategies, namely “governmentalisation of the state,” construction of “moral and civic education as a field of actions” and creation of “social harmony as a new form of civic virtue.” Based on the disclosed governmentalities, three approaches adopted by the government are identified, “normalising the school system,” “educating the students” and “disciplining the scapegoats.” Through these approaches, two technologies of the self are identified, namely disciplinary power and bio-politics, which are used to prepare citizens. In Macao, it seems that there is a tension between the discourses of active democratic citizenship and patriotic education.

The type of policy and theoretical analysis the author has adopted in investigating moral and civic education policy illuminates the local and national policy and, in so doing, creates opportunities for building comparative research on similar issues and their implications for education.

This paper can contribute to the local discussion of the possibility of rewriting the meanings of citizenship.

This paper is comprehensive and can therefore provide a ground for further and future research.