Search results

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Children’s emerging conceptions about literacy and its functions are influenced by their experiences with a wide range of written and oral literacies, including the use of digital technology, in their homes and communities. Now that mobile technologies have become intuitive to use, relatively inexpensive, small and easy to move around and networked, they have provided an entry point for transformations in the creation and sharing of texts – they are changing the way young children ‘do’ literacy. In this chapter, the authors discuss the ways that children learn about multimodal texts; how mobile technology can facilitate the reading, creation and sharing of multimodal texts in preschool and primary classrooms; the literacy skills necessary for reading multimodal texts, and; strategies for planning instruction into which multimodal texts and mobile devices are integrated. Examples of how children may engage in multimodal reading and writing in and out of the classroom are also provided.

This chapter investigates ways in which civility and mindful speech within the library workplace can improve the quality of employees’ interactions with each other. While most examinations of communication within libraries focus on the exchange between patrons and providers, this case study focuses on the vehicle of communication among co-workers and examines how civil discourse coupled with mindful speech reinforced by mindful actions can foster an atmosphere of cooperation, leading ultimately to empathy. We highlight common points within national and local civility initiatives which allow institutions to preserve their own unique culture while adhering to accepted benchmarks of civil dialogue. Although we present a mix of suggested strategies for cultivating mindful words and actions, based on empirical research limited to our own institution, we recommend civility and mindful speech leading to mindful action as gateways toward the adaptation of healthy shared values. Emphasizing civility, one of the cornerstones of civilization and peaceful coexistence, has widespread practical and social implications for countering the detrimental effects of poor communication. This effective, affordable, and attainable practice can repair the underdeveloped, fractured, and even dysfunctional relationships which lead to low workplace morale.

Purpose – This chapter offers an integrative review of psychological and neurobiological differences between younger and older adults that might impact economic behavior. Focusing on key health economic challenges facing the elderly, it offers perspectives on how these psychological and neurobiological factors may influence decision-making over the life course and considers future interdisciplinary research directions.

Methodology/approach – We review relevant literature from three domains that are essential for developing a comprehensive science of decision-making and economic behavior in aging (psychology, neuroscience, and economics), consider implications for prescription drug coverage and long-term care (LTC) insurance, and highlight future research directions.

Findings – Older adults face many complex economic decisions that directly affect their health and well-being, including LTC insurance, prescription drug plans, and end of life care. Economic research suggests that many older Americans are not making cost-effective and economically rational decisions. While economic models provide insight into some of the financial incentives associated with these decisions, they typically do not consider the roles of cognition and affect in decision-making. Research has established that older age is associated with predictable declines in many cognitive functions and evidence is accumulating that distinct social motives and affect-processing profiles emerge in older age. It is unknown how these age differences impact the economic behaviors of older people and implies opportunities for path-breaking interdisciplinary research.

Originality/value of the chapter – Our chapter looks to develop interdisciplinary research to better understand the causes and consequences of age-related changes in economic decision-making and guide interventions to improve public programs and overall social welfare.

With the increased flow of Syrian Muslim refugees entering new places such as Scotland, attention has been given to Syrians’ adaptation to their new settings. This chapter explores refugee parents’ roles in mediating their children’s educational experiences. The study is informed by theory of identity (Hall, 1996), Orientalism (Said, 1978), framing (Bernstein, 2000), and hegemony in curriculum (Apple, 2004). Snowball sampling was used to recruit participants in Glasgow. Semi-structured interviews and vignettes were used to generate data with 12 parents and 12 school-aged children in 12 refugee families. The chapter explores how these families have encountered new aspects of their education, such as different pedagogy and Eurocentric curriculum. By examining the participants’ various ways of dealing with these aspects, the chapter explores educational challenges that did not exist before their displacement, demonstrates the inherent diversity within refugee populations, and conceptualizes their negotiation with new contingencies using Hall’s concept of identity as a relational and contingent process.

The purpose of the paper is to determine the effects of a hypocaloric diet with a low-glycaemic index (GI) on weight loss and postprandial blood glucose and assess both the satiety and palatability of the diet.

A clinical trial was conducted with ten women (mean age: 38.8±11.3 years; body mass index: 27.2±3.5 kg/m2) submitted to a hypocaloric diet, assessments were performed at baseline and after seven days of treatment.

Significant reductions were found in body weight (1.1±0.7 kg; p=0.001), triccipital skinfold (2.87±3.24 mm; p=0.021) and waist circumference (3.6±4.8 cm; p=0.041). Mean fasting and postprandial blood glucose values were 88.7±6.1 mg/dL and 91.6±9.6 mg/dL, respectively. Responses regarding satiety and palatability of the low-GI diet were predominantly “extremely satisfied” and “I liked it very much,” respectively, for all meals and throughout all seven days of the study.

The present study demonstrated the benefits of a low-GI diet with regard to weight loss, blood glucose control and satiety. The diet proved to be palatable, which could favor compliance with long-term treatment.

Despite a growing body of literature in the field, there is still considerable uncertainty as to whether entrepreneurs are born are made, which has led to an ongoing debate in the entrepreneurship academy about whether we can actually teach individuals to be entrepreneurs. With this in mind, this two‐part paper aims to address the question of whether or not entrepreneurship can be taught.

Part I of the paper dealt with the importance of entrepreneurship in a modern and constantly changing environment; the various ways in which entrepreneurship programmes and courses can be categorised, and the objectives, content and delivery of programmes. The second part of the paper, which is presented in this issue, deals with the topic of determining and measuring programme effectiveness.

Despite the growth in entrepreneurship education and training programmes, the paper reports that little uniformity can be found. Attention is drawn to the art and the science of entrepreneurship, with the consensus that at least some aspects of entrepreneurship can successfully be taught.

The authors highlight the need for evaluating programmes, and for educators and trainers to have a fuller understanding of what they wish to achieve from their programme from the outset, in order to ensure a more accurate assessment of the outcomes.