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The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills.

A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions.

A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school.

This study was limited to a class of 21 students enrolled in a public school in North Texas.

There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

This study examines the results of a STEM unit taught in an elementary school library, with 26 fourth-grade students as the participants.

A quasi-experimental design was used. The relationships between the independent variable gender and the perceptions of familial support structures and academic achievement were examined.

For the entire group, the average academic achievement scores of the participants increased. The increase was not statistically significant. The male students had a statistically significant improvement in their academic achievement scores, and there was a statistically significant decrease in the academic achievement scores of the female students. An increase in the female students' belief that their family was interested in their science classes was correlated with a decrease in their academic achievement scores.

The sample size for this study is small, and the results are not generalizable. Open-ended questions were not included in the data collection instruments. Therefore, it cannot be determined why the overall academic scores may have decreased for female students. Further research is encouraged.

The results of this study show the potential for STEM activities in school libraries. School librarians can provide students with low-risk, informal learning environments to practice new skills.

Libraries equalize the availability of resources that otherwise may not be available to populations underrepresented in STEM careers. School librarians have the potential to serve as much needed STEM role models. The availability of STEM activities in school libraries can make it possible for more students to understand what STEM careers are interesting to them.

There are very few studies to examine the results of STEM activities implemented in school libraries that use quasi-experimental or experimental research designs. This study adds to the corpus of research that can be used to support the preparation of students for STEM careers with activities in school libraries.

The purpose of this study was to examine youth service librarians’ use of collaborative collection development (CCD) behaviors and interlibrary loan (ILL) to collaborate with school librarians.

A quantitative design was implemented with a self-administered survey that was placed online.

Public youth services librarians in the USA believe it is important to collaborate with school librarians. However, they are not frequently using collaborative resource sharing strategies. Public youth services librarians that have more experience, understand trends and issues in school libraries and feel they have knowledge of collaborative strategies are more likely to engage in collaborative resource sharing.

The study was limited to 265 public librarians serving youth in the USA. This study does not present the perspectives of school libraries.

CCD and ILL between public and school libraries are overlooked practices for building relationships between public and school librarians that should be explored. Presenting the benefits of these strategies during training programs may increase the resources that youth can access, thus having an overall impact on the quality of life in communities. Collaborating will also help communities understand the value of libraries as institutions for promoting lifelong learning.

The results provide evidence that public youth service librarians in the USA believe in the importance of collaborative relationships with school librarians. However, they do not frequently use ILL or engage in CCD behaviors with school librarians. Using ILL and CCD are two strategies that may be used to build stronger relationships.

The purpose of this article is to determine the types of collaborative activities public youth services and school librarians in rural locations engage in and to ascertain whether there are methods that youth service librarians believe can be employed to improve collaborative activities with public school librarians.

A mixed method design was implemented with an online self-administered survey. The survey contained open and closed-ended questions.

The findings indicate that many public librarians serving youth in rural locations find it important to collaborate with school librarians. Yet, they struggle to build strong collaborative relationships. Factors such as time, a lack of school librarian administrative support, and a lack of understanding about the roles of school librarians and public librarians, are collaborative barriers.

The study was limited to a purposive sample of 80 public librarians serving youth in rural areas in the United States.

Librarianship training programs can help school librarians and youth services librarians learn how to form collaborative partnerships through mentorship programs, requiring pre-service school and youth services librarians to collaborate on projects, and educating them about the similarities in their goals. School and public librarians can also benefit from training to teach them how to build community partnerships.

The results provide evidence that public librarians serving youth in rural areas favor building stronger collaborative relationships with school librarians. Building these relationships can improve the quality of education for youth in these locations. This article also includes proposed strategies for improving these relationships.

The purpose of this study is to determine the self‐perceived impact of technology training on the transformational leadership practices of pre‐service school librarians who participated in a Master's degree program in library and information studies focusing on leadership development.

A concurrent triangulation mixed method design was implemented using two paper‐based self‐administered surveys. The first survey measured transformational leadership behaviors. The second obtained demographic variables and the participants' perceptions of the skills they learned in each of the five transformational leadership dimensions.

The results indicate that the leadership curriculum taught the participants how to be transformational leaders by using technology. The participants also use technology in a way that is significantly different from other teachers in Florida. Moreover, it is important to teach practical applications for integrating technology.

This study was limited to a cohort of 30 pre‐service school library media specialists from six Florida counties.

However, there are several practical implications. First, school library training programs can help change the perceptions of school librarians by teaching them to lead through technology integration. Next, school districts should support technology integration by developing infrastructures to support their success. Finally, project‐based experiences with feedback provide the best opportunities for teaching educators how to implement technology.

The results provide evidence that it is possible for degree programs to train school librarians to excel as technology integration leaders. Placing emphasis on this role can help change the perceptions of school librarians. These outcomes strengthen current knowledge of the technology integration role of school librarians.

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.

Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.

Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.

The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.

The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.

Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.

This study aims to understand the role of drivers, underlying challenges and, consequently, the implications of the reverse knowledge transfer (RKT) process for the multinational enterprises (MNE)s.

A dyadic qualitative research design was used with a cross-country design covering perspectives from both the headquarters and subsidiaries from the USA, Denmark, Pakistan, India and Bangladesh. In-depth interviews were conducted with managers in multiple sectors such as information technology, telecommunications, project management and engineering.

The study reveals the constraints and drivers of the RKT process, and furthermore elaborates on the implications for MNEs. RKT can lead to the development of new processes, subsidiary independence and intra-organizational knowledge transfer. Besides, it can entail challenges such as position insecurity for subsidiaries and a blurring of the MNE market vision. The findings demonstrate several implications for the MNEs.

The study highlights the direct implications of RKT for the multinational enterprises. The findings serve as a practical guide for global managers seeking to improve their competitive edge.

The study presents a framework of the RKT process from emerging market subsidiaries to parent companies, that demonstrates the role of drivers, underlying challenges and implications of the RKT process for the MNEs.

The purpose of this paper is to explore Chinese consumers’ motivations to purchase luxury fashion products in the UK and how far sustainability plays a role in the decision-making process, by extending the consumer typology of translators, exceptors, selectors. The authors further add an additional dimension to defining “luxury”.

An exploratory design utilising multiple qualitative research tools (semi-structured interviews, focus groups) provides the basis for this research. A grounded analysis was applied.

Findings map motivational drivers to purchasing luxury products and establish a fourth consumer type “indulgers”. Well-being further emerged as a key characteristic that defines “luxury”.

The sample size is limited to Chinese consumers purchasing luxury fashion in the UK, and thus may not be generalised.

This research helps managers to understand the consumer types and underlying motivations of Chinese consumers purchasing luxury fashion in the UK. As one of the largest target groups, this research informs managers on how to further capitalise on this market.

This paper creates a new consumer typology that not only categorises consumers according to their consumption aspects, but further identifies their underlying motivations to do so.

The purpose of this study is to draw from sustainable social innovation theory and the Consumer styles inventory (CSI) instrument to examine secondhand clothing consumption habits for Russia. The secondhand market is the logical outcome of efforts to adopt resale as a facet of sustainable social innovation, with which to drive sustainable decision-making and socially responsible marketing in the secondhand high-end clothing market. Resale represents the cornerstone of business model innovation (BMi) for the retail sector, offering substantial opportunities for retailers who understand changes in consumption behaviour. More cost-effective and arguably greener, the sale of secondhand clothing is expected to be double the volume of fast fashion by 2030 but it remains an understudied field of research in the literature relating to the fashion industry.

Hypotheses are developed from the existing literature. Survey methodology is used to collect data from 250 Russian consumers in the city of Petersburg. The objective is to test the veracity of CSI shopper orientations, focusing on nascent motivations for high-end branded secondhand clothing, to examine sustainable social innovation and resale in an emerging market.

Four new shopping orientations are identified. Based on the empirical data, the authors suggest that five (out of the original eight CSI shopping orientations) are of internal statistical relevance, and that our new orientations are relevant for not only this market, but for neighbouring Eastern European countries too. The findings reflect postmodern evolution in behavioural motivations for Russian consumers, that can inform retail strategy in terms of BMi consumer for harnessing opportunities offered by sustainable social innovation and resale.

Whilst the CSI has been widely used, research for Eastern Europe is limited. Understanding the shopping orientations for sustainable alternatives to newly produced clothing has theoretical and practical implications for improving circularity, post-war entry strategies and countries facing economic downturn. This study contributes novel insights by examining consumer decision-making and shopping orientations in an emerging market.