Search results

Fanfiction communities are actively engaged in creating cultural products. These large online communities have created and developed conventions that guide their solutions to gathering and presenting their work. The purpose of this paper is to investigate those conventions looking for evidence of information-related pursuits as serious leisure (SL) (Stebbins, 2007).

A diverse collection of fanfiction publishing platforms, blogs, and associated websites were subject to a qualitative inductive analysis (Lincoln and Guba, 1985). Platforms included both generalist sites like Archive of Our Own and more focused sites such as Teen Wolf Fic Finder.

Findings show significant information-related activities around collecting, wayfinding, and organizing. Collecting centers on platform policies focused on scope. Wayfinding relates to peer review as well as various reference-like work including reader’s advisory, reference questioning, and the creation of pathfinders. Organizing looks to the unique organizational schema created and used by the fanfiction communities.

The authors explore implications of these activities in reference to the fanfiction community and the library and information science (LIS) discipline. The fanfiction community is shifting out of an ephemeral existence and into one of a more permanent digital heritage. Fanfiction is an SL pursuit that also has much to offer for consideration to the LIS discipline.

With respect to the wayfinding and organizing conventions of fanfiction communities, these activities provide librarianship with the opportunity to consider traditional activities in new ways.

Fanfiction is a little studied phenomenon in SL and in LIS. This research provides connections to both areas.

This paper is intended to provide a guidebook for organizational futurists in building a foresight function inside today’s organizations by suggesting ten questions that ought to be answered. It addresses how to start from a blank page, but can also offer help to those who have already established a function by suggesting additional questions to think about. It is intended to give auditees a sense of the key issues and challenges they will face. Managers may also find this audit useful in giving a sense of what an organizational futures function can deliver and the skills required of a prospective organizational futurist. A key assumption here is that while there is a growing demand for organizational futurists, the role is evolving to more of a broker function than the building of a staff function more typical of the past.

This paper aims to explore how varsity football athletes and coaches negotiate meanings when faced with the unmet expectations of a new head coach brought into lead a turnaround process. It also aims to pay particular attention to the role of history in this meaning making process.

This paper draws on semi‐structured interviews with players and coaches at two points in time. To preserve the richness of their experiences and illuminate the historical aspects of change, it focuses on the stories of three players and one supporting coach.

Numerous symbols of change emerge that have multiple and contradictory meanings. The meanings around success and failure are renegotiated over time as individuals struggle with the unmet expectations of change. Moreover, individuals are unable to shed the failures of the past and move forward.

Change is a complex and messy process of managing multiple meanings. Understanding change entails more than a snapshot picture of an organization. New leaders have no control over the past, yet they need to be aware of how individuals experienced the past in order to increase the likelihood of success in the present.

Success and failure are experienced as an ongoing process as athletes and coaches experience, reflect on and interact with others. In illuminating the role of history in how change is experienced in the present, the paper demonstrates that the past can serve as both an immobilizing force, as well as a comparative point enabling individuals to rationalize their emotions.

This chapter discusses how immigrants adopt translanguaging practices (i.e., the flexible use of linguistic resources by bilinguals or multilinguals to make sense of their worlds inside and outside classrooms) to scaffold learning, clarify concepts, facilitate communication, and promote academic understanding. Even inside the campus, outside the classroom discourse, translanguaging can be used to navigate bureaucratic systems, such as filling out forms, engaging in social gatherings, or accessing library services, that require proficiency in the language of the host country. Whereas the academic context is not always a positive space for translanguaging practices, everyday communications usually create a positive space for translanguaging. This chapter discusses translanguaging practices in academic and nonacademic contexts. We also provide an overview of the negative pedagogical attitudes toward translanguaging in higher education institutions, where challenges commonly faced by mobile and immobile non-native English scholars pertain to strict strategies. Reflections on the restrictive publishing policies that constitute a negative translanguaging space, acceptable and nonacceptable translanguaging practices in academic publications and the role of translanguaging facilitators, such as artificial intelligence (AI) applications, are also deliberated based on the field experience of a professional copy editor.

Some months ago a national organisation established to keep a watchful eye on the Nation's diet expressed concern over the eating trends of people in what to them appeared to be developing inbalances of necessary nutrient factors and the inadeuacy not so much of calories and energy values but in the nature and quality of main food factors. It was recommended that the national diet should be improved, but the authorities pointed to the National Food Survey results to show that the diet was not deficient; that the average daily intake of protein, vitamins, minerals and overall energy requirements were satisfied; all of which is true for the not‐too‐generous levels set. Even the pensioner households included in the Survey sample appear well‐fed. What causes concern is the year‐by‐year decrease in staple foods consumed—milk, red meat, bread, fresh vegetables—and the heavy reliance on refined, processed foods. In its annual reports on NFS reviews, the BFJ has almost monotonously referred to this downward trend. Individual NFS Reports do not reveal any serious deficiencies, as yet, but in the trend over the years—and herein lies the real value of the Survey and its data—few if any of the changes have been for the better; movements in food groups have tended to be downwards. If these trends continue, the time must surely come when there will be real deficiencies; that substitution within a food group cannot make good essential foods severely rationed by high prices.

South Koreans in the city of Ulsan claim that eating whale meat is a tradition, but what is the role of SMOs in making whaling into a tradition identified with a local identity? In following account of a confrontation that took place in Korea between anti-whaling protesters from Greenpeace and local defenders of whaling, it is shown that tradition is not an inevitable outcome of conserving the past; instead, it is an outcome of mobilization, framing, and choices made by movement participants. Tradition in the whaling town of Ulsan was formed through the encounter between opposed social movements, prompting strategic choices of counterframing, frame bridging, and the dissonance between framing and feeling rules. Through the encounters with transnational activists, the Korean defenders of whaling refashioned themselves as rooted cosmopolitans, utilizing global norms to justify local practices in the name of heritage and tradition.

This chapter explores the development of the Professional Cook – Indigenous content program in the province of British Columbia (BC), Canada. Chef Andrew George, Wet'suwet'en professionally trained cook, shares his knowledge and experiences in participating in the planning, program development, and delivery of the culinary training program. The Indigenization of the Professional Cook program was made possible through leadership and collaboration between government; training institutions; Indigenous elders, traditional knowledge keepers and communities; industry and businesses. The chapter interweaves reports from the schools, training institutions, and government; highlights from the programs; Indigenous foodways and recipes; and highlights on how such culinary education and training programs can help provide ways toward food sovereignty.