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Digital collections are becoming more commonplace at libraries, archives and museums around the world, creating potential for improved accessibility to information that may otherwise remain hidden and further support for intellectual exploration. As a result of the growing potential for digital collections to inform and influence, the conversation surrounding ethics and digital collections needs to be continually examined and adapted as technologies evolve, user expectations change and digital information plays an increasing role in our everyday lives. In this context, this paper presents an overview of multifaceted ethical realities that impact the how, why and what digital information is created, accessed and preserved.

Written from the perspective of a digital collections librarian, this paper relies on existing research in presenting ethical considerations and complements that research with professional observations in providing subsequent reflections on addressing challenges in the age of digital information.

There are and should be considerations given to not only what information is contained in a given collection, but also how that information is selected, accessed and consumed by the public. The conclusions offered are designed to provoke reflection on the evolving and interconnected nature of information and ethics in the context of digital collections.

Information ethics is multifaceted, with one of those facets relating directly to digital collections. This paper demonstrates that digital collections are more complex than simply a collection of digitized documents and photographs. As the field of information management continually evolves and adapts, so, too, do the ethical realizations identified in this paper, all of which go beyond the (virtual) walls of a library, archive or museum, and carry the potential to have a long-term impact concerning information and its integrity, equity and access.

In this chapter, the authors offer a critical appraisal of predictions of a jobless future due do rapid technological change, as well as provide evidence on whether the rate of occupational change has been increasing. The authors critique the “task replacement” methodology that underlies the most powerful and specific predictions about the impact of technology on employment in particular occupations. There are a number of reasons why assuming a correspondence between task replacement and employment declines is not warranted. The authors also raise questions about how rapidly the development, acceptance, and diffiusion of labor-displacing technologies is likely to occur. In the empirical portion of the chapter, the authors compare the current rate of employment disruption with those observed in earlier periods. This analysis is based on an analysis of occupation data in the US covering the period 1870–2015. Using an index of dissimilarity as the metric, the authors find that the rate of occupational change from 1870 to 2015 does not provide evidence of a sharp uptick in the rate of occupational shifts in the information age. Instead, the rate of occupation shifts has been declining slowly throughout the second half of the twentieth century. Thus, the issues and results discussed here suggest that imminent massive employment displacement is not a foregone conclusion.

This chapter considers the disruption in employment and job growth due to the pervasive adoption of cognitive technologies that substitute for or augment humans. The educational system, which operates on regulated and prescribed practices for many academic majors, will be tested by rapidly changing requirements to be gainfully employed. Disruption, due to technological advances of cognitive systems, will be a constant in graduates’ professional life. We make a case for the adaptive innovator or T-shaped professional as the individual best suited to adapting to disruptions and constant change. Emphasis is placed on the importance of internships and co-ops as the strongest learning strategy institutions can use if they adjust their program practices for longer, continuous learning periods, and higher outcome expectations.

Sustainable transport is often defined according to energy efficiency and environmental impacts. With global approval during Habitat III, however, a set of Sustainable Development Goals have become the focus for human development until 2030, underlining the relevance of health, equity and other social issues.

These goals raise the challenge of achieving significant progress towards ‘transport justice’ in diverse societies and contexts. While exclusion occurs for different reasons, discrimination, based on cultural roles, combines with sexual harassment and other mobility barriers to limit women’s mobility. This makes gender an area of particular interest and potential insight for considering equity within sustainability and its social components.

Using data from Metropolitan Santiago to ground a conceptual exploration, this chapter examines the equity implications of women’s travel patterns and sustainable transport. Key findings underline the importance of considering non-work trip purposes and achieving better land-use combinations to accommodate care-oriented trips. Moreover, barriers linked to unsafe public transport environments limit women’s mobility and, therefore, their participation. Women account for a disproportionately high number of walking trips, a situation that can be interpreted as ‘greater sustainability’ in terms of energy use and emissions, but suggests significant inequalities in access. Environmental and economic sustainability gains may be achieved at a high social cost, unless specific measures are taken.

We use Canadian data to examine the help‐seeking strategies of women dealing with the consequences of violent victimization. Consideration of the help‐seeking strategies of victimsmay provide insight into other decision‐making processes. The analytic framework integrates research on police reporting and intimate partner violence with the wider help‐seeking literature. This integration allows for an examination of the effect of the victim’s relationship to her offender on decisions to seek help from family, friends, doctors, social service agencies and the police. The research has two objectives. First, we aim to determine whether help‐seeking exists as isolated choices or whether there is a discernable set of help‐seeking strategies used by crime victims. Although many victims do not call the police, they often rely on family, friends, social service and mental health interventions.We find that those victims who report their victimizations to the police also seek support from family and friends. Second, we examine the correlates of these help‐seeking decisions. In doing so, we explore the effects of the offender relationship on decisions to seek help. We explore differences in help‐seeking across attacks by strangers, spousal offenders, dating offenders, and other known offenders. Our findings suggest that women victimized by a spousal offender are more likely than others to use a substantial help‐seeking strategy that includes disclosure to the police, doctors and social service agencies.

Improvements in digital technology, increased automation and the sharing economy are all promised changes in transport provision over the next few years. How will such changes effect an increasing ageing society? There are obvious advantages that technology can bring to improve tickets on public transport with smartcards which will help older people. Trip planning can be facilitated with better more bespoke travel information and improved satnav and real-time information. Mobility scooters, electronic bikes and better inclusive designed cars and buses all help the offering to older people to maintain their mobility. Internet-based platforms facilitate collective transport offerings and can facilitate community transport and transport networks which help older people stay mobile. Supporting policy and legislation can help older people achieve quality mobility, for example accessibility has increased step-free access to public transport across Europe, though there remains still some inaccessibility especially where modification of existing infrastructure remains a costly barrier.

In this paper we develop a conceptual model of the cultural context within which gender and social support affect health among the elderly. We argue that given the highly contextualized and subjective nature of social support, observed associations between social contacts and health cannot be explained using simple survey probes concerning contacts during some period. The research employs two large surveys of older blacks and Hispanics to illustrate the speculative nature of any explanation of the association among various social contacts, disability, and death that are based only on responses to questions concerning the presence or absence of specific contacts. We end with a call for an extension of what is currently common practice in the study of social support and health to include greater attention to the subjective nature of social support and a greater appreciation of the cultural and social contexts within which social support operates to influence the health of older men and women.

This chapter elaborates a “pedagogy of narrative shifting” as conceptualized by Li, Conle, and Elbaz-Luwisch (2009) in a course that seeks to foster dialogue across difference in an Israeli university located in a highly polarized setting. The approach draws on personal life stories as a vehicle for examining multiculturalism in teacher education, in the context of the multiple and overlapping identities, conflict and narratives of exclusion that characterize Israeli society. For prospective teachers, the opportunity to tell an important personal story and to have that story heard and validated by others, contributed to both personal and professional development. Working with their stories in a small-group format allowed students to develop their own “internally persuasive discourse” (Bakhtin, 1981) in discussions of controversial issues. Prominent themes emerging in the work included “recognition” (Taylor, 1994) and “resonance” (Conle, 1996). Engaging with bodily experience and with the imagination helped participants to transcend limited understandings and create shared visions of their present and future. The course afforded a unique space for dialogue that can be adapted for other contexts, to allow teacher educators to engage with their students in new and creative ways.