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A focus on how visual cultures in domestic spaces influence older migrants' identification with the homeland has been noted in previous research, ¹ yet migrant youth have not typically been the sole subjects of investigation in this regard. This chapter seeks to fill this gap by offering insight into the practices of young Indian women in domestic spaces and how these practices influence their sense of belonging to India. This chapter highlights the practices of young Indian women living in Brisbane, Australia, through an exploration into how the young women recreate their histories and cultural attachments in domestic spaces. The research presented in this chapter illustrates the processes of emotional attachment for young migrants and how these processes demonstrate new ways of practising diaspora, including the use of the internet to learn about their cultural histories. With the use of PhotoVoice, where photographs were retrieved from mobile phones and the internet, the participants discussed their everyday lives relating to their emotional attachments to material objects in domestic spaces and the connection to their identities. This chapter's main argument is to highlight the need for researchers to avoid the tendency to place young migrants into the same diasporic categories as their parents and to recognise the diverse ways in which young migrants actively shape their own cultural attachments.

The COVID-19 pandemic may negatively impact the careers of U.S. women faculty in computer science (CS) – a field with few women and high attrition rates among women – due to difficulties balancing increased work and family demands (author citation). Thus, it is important to understand whether supervisors may help to decrease this work-to-life conflict and increase the odds of retaining women faculty. This study examined whether family-supportive supervisor behaviors (FSSB) were associated with better retention-related job outcomes (e.g., lower turnover intentions) among women faculty in CS, and whether this association was mediated by lower work-to-life conflict.

A total of 379 CS faculty across the U.S. (54% women, 52% with children at home) were surveyed during the COVID-19 pandemic (Fall 2020-Spring 2021).

Compared to men, women CS faculty reported significantly higher work-to-life conflict, and that higher work-to-life conflict predicted poorer retention-related work outcomes for all faculty. However, for women only, FSSB predicted lower levels of work-to-life conflict, and in turn, better retention-related work outcomes.

Results suggest that emotionally-supportive supervisor behaviors may lower work-to-life conflict during the pandemic, which has important implications for retention-related work outcomes among women faculty in CS.

Research has yet to disentangle how managers can help to retain women CS faculty in light of the increasing and changing work and home demands due to the pandemic. The present study focused on whether FSSB – particularly emotional support – may benefit women CS faculty.

Using data from a feminist discourse analysis of comments on Facebook news articles, this research outlines backlash and regulatory practices directed towards youth activists Greta Thunberg, X González and Malala Yousafzai. A conceptual framework of semiotic violence highlights how these comments function to silence, delegitimise, vilify and punish sociopolitically active girls who challenge the status quo. The first mode of semiotic violence works to symbolically annihilate girl activists by silencing or rendering their political contributions invisible. The most obvious manifestation of this is instructing girls to shut up and go away. Additionally, their activism is ignored by refusals to acknowledge it as appropriate through suggestions they focus on gender-normative activities, such as domestic chores, playing with dolls and finding boyfriends. Undermining girls’ agency by describing them as puppets, mouthpieces, script readers, pawns and tools is also common. Here, girls’ contributions are rendered invisible through implications that they are being brainwashed and manipulated. The second mode of semiotic violence reinforces ideologies that girls are not politically competent and punishes them for being outspoken. This includes explicitly discrediting girls’ knowledge and abilities. Regulating their emotionality is also prevalent. This is consistent with Liberal political theory which justified women’s exclusion from public life by associating men with reason and women with emotion. Finally, insults degrade them for transgressing into a space demarcated as an adult and masculine realm. The semiotic violence directed towards these ‘girl power’ figures highlights that many people do not believe girls have the right to assert their sociopolitical opinion.

The purpose of this paper is to investigate the effect of flood occurrence on mortality rate and life expectancy amongst 53 African countries.

The study utilizes panel data from the period 2000–2018 on 53 African countries and system generalized method of moments (system GMM) for the analysis.

The result indicates that flood occurrence causes the destruction of health facilities and the spread of diseases which reduces life expectancy. In addition, flood occurrence increases mortality rate amongst 53 African countries.

The study recommends that governments amongst African countries should implement strategies being enshrined in Conference of Parties (COP, 2021) on climate change. This will help to reduce the level of climate change and flood occurrence.

Previous studies focussed on the adverse effect of flood occurrence without considering the issue of life expectancy amongst African countries. This study contributes to existing empirical studies by examining the effect of flood occurrence on mortality rate and life expectancy amongst African countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-07-2022-0508.

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

Guided by self-presentation theory and social role theory, this study examines the different strategies elite female athletes used in personal branding on social media before and after becoming mothers. Scholars have investigated the authenticity of female athletes’ frontstage versus backstage representation on social media for branding purposes, but this study further expands on existing literature to review how female athletes would present themselves in the same realm once entering motherhood.

Through a content analysis, researchers evaluated whether there was a shift in three elite female athletes’ (Serena Williams, Allyson Felix and Skylar Diggins Smith) Instagram posts and captions one year before their pregnancy and one year after motherhood. A total of 732 posts were examined and were organized into six main categories: athletic, professional, promotional, personal, motherhood and dual identity.

Results revealed there was a difference in the self-presentation strategies used by the three female athletes on their social media pages. Specifically, the researchers confirmed the presence of a combined role of athlete and mother.

The findings support existing literature on the importance and the challenges of “balancing” a third identity of blending being both a mother and elite athlete as one. Yet, the findings challenge the previous notion that women cannot continue to perform at an elite level and manage the expectations that society institutes of being a “good mother.”

The purpose of this study was to investigate whether and in what ways library workers in the United States encountered patrons espousing beliefs in conspiracy theories and, if so, to explore the effectiveness of the strategies they used to address information disorder during the interactions.

The study was designed with an exploratory qualitative approach. Data were collected via an online survey posted to national and state library association listservs, utilizing a self-selected sampling method. Researchers inductively and deductively analyzed results, developing predetermined themes based on the research questions, then iteratively integrating unexpected data during coding.

A total of 334 responses were received over two weeks. Data represent library workers from 43 states and Washington, D.C., including various types of libraries. Library workers interacted with patrons with conspiratorial thinking, and both library workers and patrons evidenced a range of emotions and motivations.

This is the first national study to survey library workers and whether they encountered patrons espousing conspiracy theories. While the sample size is small, themes elucidate various strategies that library workers use for interacting with patrons who express some level of conspiracy ideation.

Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.