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Educators have had good reason to be concerned with social justice in a context where diversity has become more pronounced in both our schools and communities, with widening divisions between the advantaged and the disadvantaged. Internationally, increasing emphasis has been placed on utilizing the role of school leadership to address issues of social justice and equality, within a scenario where comparative studies of the performance of educational systems dominate the policy imagination globally, thus leading to increased pressure on school systems. This chapter presents a problematization of the social justice concept within education as presented in the literature, while setting out to critique this concept as an educational goal, as well as the role educational leadership is expected to play in the promotion of equity and social justice discourses through the lens of Actor-Network Theory (ANT). This theoretical chapter has implications for theory, policy, and practice.

This paper aims to examine the use of physical and streaming documentary film collections available in a mid-sized academic library, specifically relating to the length of time that documentary films may remain relevant for curricular use.

The authors defined documentary film for the purposes of the study and created data sets of our non-fiction film holdings. They weeded out titles that could not be defined as documentaries and ran use reports for streaming and physical collections. They also used Power BI to visualize the data more clearly.

The authors found that documentary films could remain useful for 25 years, with certain films remaining relevant even longer.

These findings indicate that purchasing or licensing streaming documentary film packages provides value, including older content. In addition, the authors will continue to make purchases of physical DVD or Blu Ray content when necessary and keep these collections up to 30 years before heavily weeding them.

This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research.

This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education.

Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers.

This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented.

This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.

This article evaluates how consumer expectations evolve over time and if three antecedents (negative experiences, alternative attractiveness and level of visitation) explain possible changes in expectations.

A conceptual model is structured with six hypotheses that are tested through articulated studies. First, a study with a longitudinal approach is developed and applied to a sample of students. Data collection is carried out over three periods and a latent growth model (LGM) is applied. Further ahead, another essay is developed to reexamine the moderating role of corporate image and level of visitation on the effect of negative experiences on expectations. For this, the role-playing approach is applied.

Study 1 reveals that patterns of expectations change from one service meeting to another, and these mutations are influenced by negative experiences and alternative attractiveness. Three pieces of evidence are highlighted. First, negative experiences produce contradictory and simultaneous movements in consumer expectations. Negative experiences reduce desired expectations and, at the same time, increase adequate expectations. These effects change in magnitude because of the corporate image. This confirms the moderating role of the corporate image in the relationship between negative experiences and expectations. This does not happen with the level of visitation, in which the moderating function is not sustained. The findings about moderating effects are confirmed by Study 2. Second, as customers have alternative companies, the minimum level of expectation rises. Alternative attractiveness positively impacts only adequate expectations. Third, the results do not support the relationship between the level of visitation and expectations. This reveals that more frequent customers do not necessarily have higher expectations.

This paper is the first to provide empirical results about the moderating effects of corporate image and level of visitation on the relationship between negative experiences and expectations.

The study aims to investigate the characteristics of the current situation of library programs and explore the possible reasons behind the low participation in Hong Kong. It focuses on the development of library programs in the era of digital technology, which can lead to discussion and reflections on the further development of library programs with innovative technology services.

This study applied a mixed-method research approach to investigate the current situation of library programming and the reasons for low participation in Hong Kong. The first part analyzes the characteristics of library programs offered by the Hong Kong Public Libraries (HKPL) through data collection from the HKPL website. The second part of this study investigated the reasons behind the low participation in library programs through quantitative research through an online survey.

The findings show that current library programs were dominated by reading activities and children's programs to a great extent, which both users and non-users are not very interested in. Further, most respondents expressed more interest in cultural and leisure events and hands-on activities (especially new technologies related) than traditional library programming. Many lapsed and non-users chose not to attend the library programs for boredom and uselessness. As a result, there is a need for HKPL to adjust its services to stay relevant to the needs and interests of local communities.

Scant studies explored the reasons behind non-users of public library programs, especially in Asia. This research contributes to the literature by analyzing and proposing the characteristics of the current situation of library programs and exploring the possible reasons behind the low participation in Hong Kong.