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This paper aims to provide an update to Tom Sanville’s 2007 overview of OhioLINK, a renowned US academic library consortium, and describe the current state of activity and services.

The approach used is descriptive.

OhioLINK’s main collaborative services include document delivery, resource sharing and the establishment of digital libraries, including electronic journals, electronic books and open-access materials such as electronic theses and dissertations. This update to Tom Sanville’s 2007 overview of OhioLINK issues and developments describes the current state of collaborative library services and resource sharing a decade later, including the challenges of hosted institutional repositories and the implications of shifting from shared print to e-book collections at the network level.

OhioLINK trends provide a snapshot of changing activity and sustainability in library resource sharing at network scale across many different types of academic libraries.

This paper aims to describe the migration steps taken by a humanities librarian to create a new searchable website for an indigenous bibliography on the Omeka.net cloud-based service.

Using CSV files and Excel, the bibliography entries were moved from the old website to the new one, carefully mapping the descriptive information into Qualified Dublin Core metadata elements.

After resolving diacritic and other data normalization issues, the new site was created in Omeka.net with ease. The plugins available for Omeka.net allowed the editor to geolocate the site of publications. Using TimelineJS, the editor was able to create several timelines and link them to the new CanInuit website as an exhibition.

This is a unique application of the Omeka.net cloud-based service.

It reports new research and innovative ideas and technology presented at the UKSG Conference held in Glasgow, Scotland. The report is to disseminate outcomes from the conference plenaries, lightning talks, breakout sessions and exhibitions. Topics like open access, global equity, artificial intelligence and scholarly communication, research archiving and preservation among others are described as presented during the conference.

This paper uses the viewpoint method in reporting a United Kingdom Serials Group (UKSG) experience of a conference held in April, 2023 in Glasgow, Scotland.

The scholarly community debated much that is trending on various topics and concluded that a lot needs to be done in collaborations, open access, research into new ways of dealing with contemporary issues and new technologies.

The paper presents the issues discussed at the UKSG Conference 2023 have not been presented before. Current trends are brought to the fore.

The purpose of this paper is to examine how the teachers implemented innovative feedback approaches in their writing classroom and the extent to which the innovative feedback approaches impacted upon student attitude and performance in writing. In the writing classroom, teacher feedback serves as an assessment as well as a pedagogical tool to enhance the teaching and learning of writing. While there is no shortage of literature on the topic of feedback per se, there is scant research on teachers’ attempts to implement change to conventional feedback practices, as well as the impact of such feedback innovation on student learning. Drawing on data gathered from individual teacher interviews, student questionnaires, student focus group interviews, pre-and post-writing tests and classroom observations, this study seeks to explore two teachers’ change initiative in their writing feedback approaches.

The study used multiple sources of data including individual teacher interviews, student questionnaires and student focus group.

The results suggest that the innovative feedback approaches helped to enhance the motivation and writing performance of the students. The paper concludes with implications and insights to help teachers implement similar feedback innovations in their contexts.

First, the findings suggest that focused written corrective feedback is a viable option for responding to student writing, especially for low proficiency students in English as a foreign language (EFL) contexts. Second, teachers might consider the option of removal or delay in the reporting of scores, where appropriate. Third, more intensive training might be necessary to help students improve their peer evaluation skills and their ability to write more constructive comments for their peers.

The significance of the study lies in the contribution it can make to existing writing feedback research that pays insufficient attention to teacher feedback in real classroom contexts, uncovering the process through which teachers attempt to bring improvement to conventional feedback practices, as well as the impact of feedback innovation on student learning in naturally occurring classroom contexts.

With connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.

Through questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.

Most often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.

This study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.

Defines the milieu in which marketing actions are shaped and implemented, selectively surveys the knowledge base that underlies such actions, and suggests unique research opportunities to enhance both knowledge and action. Macroeconomic conditions materially influence managerial decisions regarding entry, maintenance and expansion strategies at regional, national and international levels. Such conditions include interest rates, trade deficits, savings and unemployment rates, foreign debt ratios, consumer and industrial spending ratios, and public sector expenditure ratios for economic, social and military endeavours. Successful competitive strategies during the 1990s will necessarily emphasize the development of approaches to “pro‐position” and/or “reposition” marketing strategies with regard to shifting macroeconomic conditions. Current theory and strategies are inadequate to the tasks of confronting these shifts or identifying their presence in a timely fashion. Rapid transformations of many national macroeconomic systems have compounded these challenges, placing insatiable demands upon an enterprise′s information resources necessary to support “appropriate” marketing actions. Outside the enterprise, strategic alliances with multinational customers or even competitors may be the most creative approach to managing changing macro‐economic environments.

Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a developmental context for student motivation. Drawing upon general systems theories and a specific theory of motivational development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.