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The purpose of this paper is to suggest that librarians’ traditional methods of source evaluation – guided by the “Authority is Constructed and Contextual Frame” of the Framework for Information Literacy – do not adequately address today’s post-truth reality.

The authors will use the specific example of the release of the Environmental Protection Agency’s (EPA’s) National Climate Assessment report on November 23, 2018 and the subsequent Fact Check News Release published by EPA Headquarters on November 28 as a lens to explore the difficulty of teaching the Authority is Constructed and Contextual Frame in an era of alternative facts and fake news.

A brief analysis of human psychology, modern learning theories and Patrick Wilson’s work on cognitive authorities demonstrates that to provide effective information literacy instruction, librarians must do more to incorporate the social and emotional factors that individual students bring to the learning environment into current instruction practices.

This paper can be used as a resource for librarians seeking new strategies for information literacy instruction in the post-truth era.

Although a large body of literature exists to discuss the prevalence and implications of fake news in the post-truth era, few scholars have proposed solutions beyond a rededication to teaching critical source evaluation. This paper points to at least one new resource for source evaluation instruction which includes self-reflection among learners and points readers in a new direction to develop more.

State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Long waitlists in outpatient clinics are a widely recognised problem. The purpose of this paper is to describe and report the impact of a waitlist reduction strategy for an epilepsy clinic.

This observational study described the local impact of a methodical approach to tackling a long waiting list, using targeted strategies supported by a modest additional budget. The interventions were described using the template for intervention description and replication (TIDieR).

Over an eight-month period, the waitlist for the epilepsy clinic was reduced from 599 to 24 patients without increasing the number of days until the next available appointment. Most referrals were removed from the waitlist without an appointment. Auditing revealed a high proportion of patients no longer required the service or referrals remained on the waitlist due to administration error. A short-term increase in clinic capacity of 51 extra appointments met the needs of the remaining waiting patients. The additional project funding invested in this process was AUD $10,500 and a time-limited amount of extra work was absorbed by using existing clinic resources.

This waitlist reduction strategy resulted in a very small waitlist for the epilepsy clinic, which is now well placed to trial further interventions with the aim of sustaining the service with minimal waiting times. Not every referral on the waitlist, particularly the very long waiters, required an appointment. Other outpatient clinics may be able to apply this process to reduce their waitlists using a modest budget.

Although there are reports of successful waitlist reduction, few report the intervention in detail. Use of the TIDieR in reporting enables the intervention to be appraised or adapted to other settings where long waitlists are problematic. Considerations related to implementation of policy are discussed and in this case, a locally led and executed change management strategy was a key to achieving the result.

Information about Volkswagen’s human and animal testing was obtained from the secondary sources cited.

In 2014, Volkswagen (VW), BMW and Daimler funded an institute to conduct research to support their position that diesel engines are cleaner and safer than other fuel alternatives. One of the research studies conducted by the institute examined the effects of diesel fumes on humans and monkeys. Researchers put ten macaque monkeys in sealed rooms and pumped in exhaust fumes from a Volkswagen Beetle for four hours. For comparison, another group of monkeys was exposed to fumes from an older Ford pickup. The monkeys were later anesthetized and examined to see what the fumes did to their bodies. Other tests involved willing human subjects who were exposed to similar conditions.

This case is applicable to upper-level management or business ethics class.

The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’) professional placements. In the context of discussions about the need for more integrated theory/practice connections for PSTs which are “mutually reinforced by all programme components” (Teacher Education Ministerial Advisory Group, 2014, p. ix), it aims to examine whether certain contextual features of school environments have an impact on the nature of feedback offered to PSTs.

Through a phenomenological analysis of semi-structured interviews, this paper explores the relationship between certain contextual features of school environments and their impact on the effectiveness of mentor feedback practices.

It is suggested that teacher mentors are more likely to offer inquiry-oriented feedback informed by well-developed personal theories and values if they teach in schools where feedback processes are promoted as a central part of teachers’ ongoing professional learning. Professional learning experiences, which include classroom observations, peer feedback and a focus on using feedback to enhance students’ learning, extend and deepen teachers’ understandings and beliefs about feedback as well as their repertoire of strategies. Consequently, they are more informed and better able to work with PSTs using inquiry-oriented approaches.

Through an examination of teacher narratives, this paper presents two frameworks for considering the nature of feedback offered to PSTs by their teacher mentors: inquiry-oriented and instructional-oriented feedback. It argues that teacher mentors are better equipped to use inquiry-oriented feedback approaches and build growth-fostering relationships if they are engaged in ongoing professional learning experiences in their schools based on classroom observations and non-judgemental peer feedback.

Dove and Axe were two highly successful brands owned by Unilever, a portfolio company. Dove was a female-oriented beauty product brand that exhorted “real beauty” and not the unachievable standards that the media portrayed. In contrast, Axe was a brand that purportedly “gives men the edge in the mating game.”□ Their risqué commercials always portrayed the supermodel-type beauty ideal that Dove was trying to change. Unilever had always been a company of brands where the consumer knew the brands but not the company, but recently there had been the idea to unify the company with an umbrella mission for all of its brands. This would turn Unilever into a company with brands, potentially increasing consumer awareness and encourage cross-purchases between the different brands. However, this raised questions about the conflicting messages between the brands' marketing campaigns, most notably between Unilever's two powerhouse brands, Dove and Axe. The case begins with COO Alan Jope anticipating an upcoming press meeting in New York City to discuss Unilever's current (i.e., 2005) performance and announce Unilever's decision to create an umbrella mission statement for the company. This case focuses on the central question of whether or not consistency between brand messages is necessary or inherently problematic.

The Unilever's Mission for Vitality case was created to help students and managers develop an appreciation for how the values underlying a marketing campaign can affect and alter an organization's culture. The case focuses on how two products and marketing campaigns that express conflicting underlying values (as reflected in the Dove Real Beauty and the Axe Effect campaigns) within the same corporation can give rise to a number of unintended organizational and marketing complications.

This chapter introduces the tourism–disaster–conflict nexus through a comprehensive review of the contemporary social science literature. After reviewing conceptual definitions of tourism, disaster and conflict, the chapter explores various axes that link through this nexus. The linkages between tourism and disaster include tourism as a trigger or amplifier of disasters, the impacts of disasters on the tourism industry, tourism as a driver of disaster recovery and disaster risk reduction strategies in the tourism sector. Linkages between tourism and conflict include the idea that tourism can be a force for peace and stability, the niche status of danger zone or dark heritage tourism, the concept of phoenix tourism in post-conflict destination rebranding, tourism and cultural conflicts, and tourism’s conflicts over land and resources. Linkages between disaster and conflict include disasters as triggers or intensifiers of civil conflict, disaster diplomacy and conflict resolution, disaster capitalism, and gender-based violence and intra-household conflict in the wake of disasters. These are some of the conversations that organise this volume, and this introductory chapter ends with a summary of the chapters that follow.