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This chapter addresses the shortcomings of current self-efficacy models describing the health information practices of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) communities. Informed by semi-structured interviews with 30 LGBTQIA+ community leaders from South Carolina, findings demonstrate how their self-efficacy operates beyond HIV/AIDS research while complicating traditional models that isolate an individual’s health information practices from their abundant communal experiences. Findings also suggest that participants engage with health information and resources in ways deemed unhealthy or harmful by healthcare providers. However, such practices are nuanced, and participants carefully navigate them, balancing concerns for community safety and well-being over traditional engagements with healthcare infrastructures. These findings have implications for public and health librarianship when providing LGBTQIA+ communities with health information. Practitioners must comprehend how the collective meanings, values, and lived experiences of LGBTQIA+ communities inform how they create, seek, share, and use health information to engage in successful informational interventions for community health promotion. Otherwise, practitioners risk embracing approaches that apply decontextualized, deficit-based understandings of these health information practices, and lack community relevance.

In the workplace, the aim of positive organizational behavior (POB) is to promote the strengths and proficiencies of the institution’s human capital in the belief that doing so increases work productivity and boosts employee morale while decreasing stress and employee burnout. POB, incorporating the tenets of positive psychology within its framework, emphasizes that the psychological states of self-efficacy, hope, optimism, and resiliency are able to be quantified, improved, and controlled. The purpose of this chapter is to introduce the concept of POB, to explore its impact on leadership development (particularly by examining the authentic leadership model), to discuss its human resource development (HRD) applications in the workplace, and to apply the POB concept to academic and public library directors with the aim of producing a better working environment for all library staff. A conceptual approach is employed throughout the chapter to provide a theoretical analysis of how the POB concept could be utilized by library administrators. Using a variety of tools such as modeling, coaching, and rewarding innovation to produce the desired behaviors in subordinates, administrators can help to create an organizational climate within their institutions that values positivity over negativity. As a recently emerged phenomenon, POB is still developing, producing two important concepts on its own, namely authentic leadership and psychological capital, which have not been applied to the library profession. This chapter adds a unique perspective to the growing POB literature.

This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and where information literacy outcomes are increasingly being recognized as critical to graduates’ success in the workplace. We report a study examining ILI practices and program components against the background of student demographics and factors in the learning environment. The outcomes of those instructional experiences for students are analyzed, including psychological, behavioral and benefit outcomes. Data were collected via student skills testing; interviews with students, teaching faculty, librarians, and school administrators; and a web survey of students. Taken together, the results convincingly demonstrate that ILI is a complex undertaking with diverse perceived outcomes. Some success is evident, and verifiable outcomes include increased student self-efficacy; positive perceptions of libraries, librarians, and online library resources; improved and increased use of librarians and online library resources; and increased efficiency and effectiveness of conducting information research. The results demonstrate the value of pedagogical approaches such as active learning, just-in-time instruction, and integration of information literacy instruction with course curricula, as well as the importance of marketing efforts to manage students’ expectations of instructional benefits. Although instruction remains uneven and complex due to divergent expectations and assumptions by different stakeholders (students, librarians, and administrators), successful learning outcomes are possible.

Purpose – This chapter argues that graduate-level library science should develop a robust teaching curriculum.

Approach – This chapter is an argumentative paper relying on secondary research.

Findings – Teaching is a significant component of the modern library profession.

Originality – This chapter calls for librarians not only to acknowledge the centrality of teaching in their profession but also to anchor graduate-level library science curriculum to it.

The present review seeks to stimulate thinking about transforming the undergraduate library, both conceptually and in reality, for the future as it continues its search for the best ways to address the library needs of undergraduate students attending a large research university. The review focuses on what has emerged from, been consequential to, and poses challenges for the undergraduate library concept. The author conducted searches in the Library Literature and Information Science database, WorldCat database, the Melvyl^® The Catalog of the University of California Libraries, and the Google™ search engine for information related to the separate undergraduate library in the large research university. Pertinent abstracts, literature, and Web documents were reviewed for references. The search period was from October 2005 to March 2006.

With the increasing diversity, including international students, in US American colleges, it is inescapable for faculty to make long-term adjustments to maximize learning for every participant in their courses. Creating an inclusive environment means that faculty are attuned to the diverse needs of college students regarding each task written or oral. In this chapter, the author describes an applicable academic class discussion model, an equitable process that faculty can adapt in their classes and facilitate frequently, especially if that is an inevitable component of their courses. The author explains how comprehensive notes on texts, adequate information literacy skills, and transparent class norms will lead to learning-centered academic class discussions and meaningful engagement of international college students.

Notions of justice and punishment seem inextricably entwined in the oldest conceptual traditions of the West. Changing notions of just state responses to citizen crime can tell us much about the culture and the politics of a given society. Yet, often those notions are radically contradictory, mutually exclusive, and/or counterproductive of the goals they seek, together, to achieve in the society.This paper traces a genealogy of punishment rituals practiced in the United States and maps the relationship of reigning ideas of just recompense onto transforming political and cultural realities. This paper highlights the multiple paradoxes that have arisen in the U.S. in the attempt to visualize and realize appropriate and just punishment practices in the state.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.