Search results

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.

Even more than 50 years after the Civil Rights Act of 1964 prohibited discrimination toward a number of groups in employment settings in the United States, workplace discrimination remains a persistent problem in organizations. This chapter provides a comprehensive review and analysis of contemporary theory and evidence on the nature, causes, and consequences of discrimination before synthesizing potential methods for its reduction. We note the strengths and weaknesses of this scholarship and highlight meaningful future directions. In so doing, we hope to both inform and inspire organizational and scholarly efforts to understand and eliminate workplace discrimination.

This purpose of this paper is to review Marc Prensky's book Teaching Digital Natives: Partnering for Real Learning.

Prensky's book takes aim at classroom practices, arguing that there are more effective ways for students to acquire knowledge and skills. Specifically, teachers should move from “tell and explain” pedagogical techniques to those that “ask and challenge”. This paper considers Prensky's approach in light of today's K‐12 educational system, what K‐12 education needs to deliver for the future, and relevant research findings.

Our education system faces two unprecedented challenges: all children must be educated, without exception; and for a future that is unknowable. Marc Prensky provides a simple answer to both: if education can't provide students the answers for negotiating the future, it must provide them the skills to figure it out for themselves. Prensky's advice for teachers is consistent with recent research about the importance of student engagement to learning. The practicality of his prescriptions is questioned, however, especially given the constructs of our educational system and No Child Left Behind.

While Prensky's book was written primarily for an audience of K‐12 teachers, this paper will be of greatest interest to K‐12 administrators and reformers. The paper suggests that, while Prensky's approach may be valid, it is unrealistic to expect a wholesale change among teaching practices if the structure of school itself does not change to enable and support those new teaching practices.

This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning.

Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes.

Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals.

Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators.

The margin between a deficient (∼0.02mg day^‐1), an adequate (∼0.2mg day^‐1) and toxic (∼2.4mg day^‐1) intake of selenium is quite narrow, and this study sought to establish whether fruits grown in the Jordan Valley were safe for consumers, and yet capable of supplying a likely dietary requirement for the mineral. The mean levels of soil selenium were 0.64, 0.74 and 0.63mg kg^–1 in three different growing regions of the Valley, while the highest levels in citrus fruits were 2.5mg kg^–1 in clementines (Citrus mitis) and 3.31mg kg^–1 in the bomali (Citrus paradisi). As the latter values were on a dry weight basis, the risk of selenosis would appear to be minimal but, equally important, deficiency diseases should not be manifest either.

Purpose: This literature review aims to answer the calls for further exploration of scaling challenges and opportunities for social entrepreneurs (SEs). We address the scaling issue of social entrepreneurship through the theoretical lens of sustainable business models. Methodology: This paper investigates, on a multilevel approach, 340 journal articles published in one of the 20 peer-reviewed journals in management, entrepreneurship, CSR, organizational behavior, and nonprofit. It also considers influential articles due to their relatively high citation count (i.e., more than 150 times) outside of those selected journals. This paper furthermore analyses in-depth 32 scaling articles. Findings: This study positions the topics of social entrepreneurship over the last decades, together with the six types of scaling strategies: scaling up, scaling down, scaling across, scaling deep, scaling out, and diversification. It also discusses 15 challenges related to the scaling efforts by SEs. It furthermore elaborates on potential leads for research and practice regarding scaling social impact. Social Implications: There are many pathways for SEs to increase their impact on society, even though it remains quite challenging to achieve for most. Understanding what possibilities or limitations apply to individual SEs is but a first step in developing the full potential of social entrepreneurship. Originality: This paper approaches scaling from three complementary levels of analysis, i.e., individual, organizational, and institutional. Thus we provide more clarity and a nuanced perspective on past and future research regarding scaling challenges and opportunities.

Discusses the exploitation of the metabolic activities of the lactic acid bacteria in the manufacture of dairy products. Gives the two main “starter culture” groups as: (1) mesophiles; and (2) thermophiles; and considers the relevance to the consumer of the presence of species from these groups in food products. Concludes that the presence of viable mesophiles is of limited significance in nutritional terms; but that the presence of thermophiles in bio‐yogurts and similar items will benefit the consumer, if these items are consumed on a regular basis.

Ready‐to‐eat meals, such as pizzas and filled rolls, purchased from “take‐away” outlets in Qatar were found to contain sufficient protein in the form of meat, fish or cheese to supply approximately 50 per cent of the recommended daily intake (RDI) for a young adult male. Sufficient energy to utilise this protein was provided in the form of associated fat or carbohydrates. The same foods also make a contribution to the daily requirements for minerals like zinc and iron but, while the calcium content of pizzas was reasonably consistent (approximately 50 per cent RDI), the filled rolls were much more variable. Potassium was identified as a major deficiency along with, to a lesser extent, magnesium, and even the best pizza provided only approximately 20 per cent of recommended intake of dietary fibre.