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Reflection covers both the cognitive process and the broad range of activities that enhance learning resulting from experience. While much of what we know about reflection is rooted in experiential learning, leadership education programs which frame leadership as an experience could benefit from a richer understanding of the role of reflection in students’ learning. The purpose of this study was to discover how students perceived the role of reflection. This study explored the function of reflection in the formal classroom setting and co-curricular experiences. Findings reveal students make a deep connection between leadership learning and reflection, prefer contemplation to written reflection, and struggle with forced reflections.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This chapter uses the historian’s method of micro-history to rethink the significance of the Supreme Court decision Muller v. Oregon (1908). Muller is typically considered a labor law decision permitting the regulation of women’s work hours. However, this chapter argues that through particular attention to the specific context in which the labor dispute took place – the laundry industry in Portland, Oregon – the Muller decision and underlying conflict should be understood as not only about sex-based labor rights but also about how the labor of laundry specifically involved race-based discrimination. This chapter investigates the most important conflicts behind the Muller decision, namely the entangled histories of white laundresses’ labor and labor activism in Portland, as well as the labor of their competitors – Chinese laundrymen. In so doing, this chapter offers an intersectional reading of Muller that incorporates regulations on Chinese laundries and places the decision in conversation with a long line of anti-Chinese laundry legislation on the West Coast, including that at issue in Yick Wo v. Hopkins (1886).

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The purpose of this study was to determine if the components of multicultural efficacy (experience with diversity, attitude toward diversity, and efficacy) were predictors of culturally responsive classroom management self-efficacy (CRCMSE) among K-12 teachers.

Following a correlation design, survey data was collected from full-time classroom teachers working in a large public-school division in Virginia and analyzed using hierarchical multiple regression analysis.

The results indicated that experience with diversity and efficacy are significant predictors of CRCMSE. Attitude toward diversity was not a statistically significant predictor of CRCMSE.

The findings are noteworthy considering the increasing diversity among K-12 students in the U.S. and the need to better support students of color with culturally responsive practices.

While previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.

A multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.

Findings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs.

The findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM.

This study aims to examine the relationship between the duration (in days) of states’ shelter-in-place orders; state demographic characteristics; and the rates of spread (cases), death (mortality), and recovery of COVID-19 in the USA.

State-level data across 50 states and Washington D.C. from January 23, 2020, to June 11, 2020, and a multivariate regression analysis were used to empirically investigate the impacts of the duration of shelter-in-place orders and state demographic characteristics on the rates of cases, mortality and recovery per capita of COVID-19.

This study finds that a longer duration of a shelter-in-place order is associated with lower cases and deaths per capita from COVID-19. This study also finds that demographic characteristics, such as the percentage of people who are unsheltered homeless, family size, percentage of individuals with health insurance, income inequality, unemployment rate, gender and race, are related to cases, mortality and recovery rates of COVID-19.

This study offers policy implications for state and locality (e.g., city, region and country) lockdown decisions and salient demographics to consider curbing the spread and mortality rate of the COVID-19 pandemic. Study results are important to consider as the world braces for the anticipated resurgence of COVID-19.

This study reveals that the duration of shelter-in-place orders and demographics in states are related to the rates of spread, mortality, and recovery of COVID-19.

The purpose of this paper is to examine the process of collective leadership in emergency management organisations. More specifically, the authors investigate the conditions that enable or prevent collective leadership amongst key actors in the emergency management network in bushfire investigations. We also examine how chief investigators facilitate the conditions to effectively distribute leadership and the role of social networks within this process.

A qualitative case study approach was undertaken, and 18 semi-structured interviews were carried out with chief investigators, 6 at each of three agencies in Australia. A framework for understanding collective leadership (Friedrich et al., 2016) was used to examine key leadership constructs, baseline leadership and outcomes relative to bushfire investigations.

Findings demonstrate that there is no evidence of collective leadership at the network level of bushfire investigations. There is mixed evidence of collective leadership within bushfire investigation departments, with the Arson Squad being the only government agency to engage in collective leadership. The authors found evidence that government bureaucracy and mandated protocols inhibited the ability of formal leaders to distribute leadership, gauge a clear understanding of the level of skill and expertise amongst chief investigators and poor communication that inhibited knowledge of investigations.

The study was limited to three bushfire investigative agencies. A future study will be carried out with other stakeholders, such as fire investigators and firefighters in the field.

For the government, emergency management agencies and other stakeholders, a key enabler of collective leadership within the emergency management network is the presence of a formal leader within a network. That leader has the authority and political ability to distribute leadership to other experts.

The paper contributes to developing a better understanding of the efficacy and challenges associated with the application of collective leadership theory in a complex government bureaucracy. There are positive implications for the safety of firefighters, the protection of the broader community, their properties and livestock.

The authors address the lack of literature on effective leadership processes amongst emergency management agencies. The paper contributes to extending collective leadership theory by unpacking the processes through which leadership is distributed to team members and the role of institutions (i.e. fire investigation bureaucracy) on social networks within this integrative process. The authors provide new insights into the practice of collective leadership in complex bureaucratic organisations.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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