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The purpose of this chapter is to describe the rationale for and structure of organizational networks in support of traffic safety programming. It outlines the operational considerations and approaches important to both understanding network-based partnerships and improving their functionality. The chapter draws on conceptual and empirical studies of organizational networks in order to enhance the effectiveness of networks and integrate network-based approaches with the cultural orientation already present in traffic safety research and practice.

This chapter proceeds from the premise that, increasingly, efforts to impact traffic safety behaviors will be interconnected with other concerns, and that traffic safety initiatives will require engagement with organizations focused on concerns other than traffic safety. The implication of the ideas examined in this chapter is that traffic safety agencies will need to focus not just on traffic-related behaviors, but also on the strategic and operational coordination with other organizations. Doing so has the potential to create synergies that would be unachievable if agencies operation in isolation.

The purpose of this chapter is to outline the rationale for and approach to enhancing community participation in traffic safety initiatives. It describes a process that practitioners can use to engage members of the public in the development of community-based solutions to traffic safety problems. The approach used draws on contemporary social theory, historical antecedents, and demonstrated best practices for effective engagement efforts.

The implications of the ideas developed in this chapter include the need for traffic safety and related agencies to develop and deploy new or expanded capacities as they implement community-level traffic safety initiatives. One such capacity is the development of greater interdisciplinary understanding of sociopolitical dynamics that support and/or inhibit the effectiveness of behavior change efforts. Another is the ability to employ practical participatory processes that engage community members so as to draw out the tacit but critical knowledge about barriers to and avenues for supporting behavior change strategies. These increase the likelihood of developing traffic safety strategies that are effective within the specific and unique culture of each community.

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.

The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from 1981. A few items from 1980 have been included because information about them was not available in time for the 1980 listing. A few items have not been annotated because the compiler was unable to secure copies of these items.

IThe activity of the group has continued to progress with great energy and enthusiasm for practical applications of the theoretical ideas and schemes of the members, many of whom have acted as consultants to private, government and international institutions. Some of the longer‐serving members retired, but continued to attend meetings. The Group heard with great regret of the death of Mr B. I. Palmer, its Founder Chairman. An important element in the discussions from its beginning was the theoretical scheme of S. R. Ranganathan, and this was largely due to Palmer, who had returned from war service in India fired with enthusiasm for Ranganathan's ideas, and determined to interest others in developing and applying them. His collaboration with Mr A. J. Wells, another founder member, had as an early result their little monograph, The fundamentals of library classification, which has greatly influenced both teaching and practice of classification, and not only in Britain.

As a team of eight scholars at the University of Texas, we collaborate to research issues that directly focus on the development, training, and experiences of anti-racist and social justice leaders in urban secondary schools. Each of us considered a personal event, or series of events, that significantly influenced our thinking about social justice. We share experiences of personal and institutional racism, and reflect on how these experiences continue to shape our awareness of race. Our perspectives capture how issues of race and racial discrimination persist in a status quo educational system and how past experiences directly influence our work.

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.