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The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ+), identifies different theoretical perspectives of human sexuality and sexual orientation, and discusses select LGBTQ+ theories and concepts in a historical context that library and information science (LIS) professionals should consider while performing their roles related to information creation–organization–management–dissemination–research processes. It helps better understand the scope of what is LGBTQ+ information and traces its interdisciplinary connections to reflect on its place within the LIS professions. The chapter discusses these implications with the expectation of the LIS professional to take concrete actions in changing the conditions that lack fairness, equality/equity, justice, and/or human rights for LGBTQ+ people via the use of information. Important considerations in this regard include the need for an integrative interdisciplinary LGBTQ+ information model, growth of a diversified LGBTQ+ knowledge base and experiences, holistic LGBTQ+ information representations, LGBTQ+ activism, and participatory engagement and inclusion of LGBTQ+ users.

Introduction The level of turnover in UK manufacturing, measured as the percentage of both leavers and starters over a four‐week period, was first collected in August 1948. Since this date, the level of quits and accessions has been published for Minimum List Headings (MLHs) and all manufacturing on a quarterly basis. This has proved to be a valuable data source for cross‐section analysis but, perhaps surprisingly, it does not appear to have been fully exploited for time‐series analysis. For example, it was used by Curran (1981) for an inter‐industry study of male turnover across 89 MLHs in 1972. Shorey (1980) analyses male quitting in 1968 across 49 MLHs, and extends this to cover both male and female turnover in Shorey (1983). A subsequent article in this journal will consider male and female quitting in 1968, but will present an improved model of turnover which is estimated across all 104 MLHs.

This chapter reviews and synthesizes three major strands of recent research, alongside discipline-specific research design, from scholars of Language Issues in Comparative and International Education. The first strand is mixed methods research on the policy and practice of L1-based multilingual education programs, and their contribution to raising educational quality and addressing equity and inclusiveness worldwide. The second strand is qualitative, community-based research of educational programs aimed toward revitalization of minoritized, indigenous, and/or endangered languages. The third strand is empirical and theoretical research that seeks to document, contest, and reconceptualize the dynamics among dominant and non-dominant languages within and between international contexts. The authors explore points of synergy between studies, examine publication in the field from a meta-perspective, and suggest encouraging directions of future research, while highlighting the value of non-dominant languages as resources for education and life.

This chapter applies a qualitative theoretical approach, drawing on critical literacy frames including socio-cultural theory and auto-ethnography to examine the journey of a language arts teacher in her struggle to respond to her students’ resistance and create a classroom context of mean-making and empowerment. Asserting the process as the decolonization of pedagogy, the chapter asserts the language arts classroom as a borderland, a site for both critical analysis and a source for creativity and possibility (Giroux, 2001) to teach students who are traditionally underserved in the educational community. The chapter points to ways students’ rich cultural heritage and the teacher’s autobiographical narrative can become part of the classroom pedagogy and result in a rich learning experience that is transformative.

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.

Stanford contributed significantly to the organizational culture movement that occurred in organization studies from 1970–2000. This chapter traces developments at Stanford and puts the contributions of its researchers and scholars in the context of the many influences that shaped the study of organizational culture during this period. In addition to the historical account, there is speculation about why the culture movement at Stanford more or less ended but might yet be revived, either by those studying institutionalization processes or by those who resist them.

Corporate governance has become a core topic in management research and business practice. Recent debates like – environmental responsibility, sustainability, ethics, corporate control, generation, protection and distribution of wealth, the role of the board and senior executives in setting standards for performance management, and stakeholder relationship management – have strong links to organisational trust. However, management literature has been relatively silent on how various corporate governance configurations and perspectives potentially shape trust relations within the organisation, especially in Africa. Thus, this chapter reviews corporate governance through the lens of the institutional logics perspective evident in western capitalism and develops a framework connecting various governance configurations to organisational trust. Doing so provides new directions for those seeking to develop further research in corporate governance, institutional logics and organisational trust.

This article reports the outcomes of a study on communication support, commissioned to develop a borough‐wide strategy in 2003 by the London Borough of Tower Hamlets.The research stems from a recognition of communication as a key to successful delivery of public services and enhancement of a multicultural community.The focus is on ‘communication’ (rather than ‘language’), since it captures issues beyond the exchange of information through words: interpersonal interactions and relationships, techniques and modes of organising information exchange. Language is a key component within the broad ambit of communication mechanism and skills. Hence interpretation and translation are perceived as models of communications support alongside advocacy, integrated team, multilingual professional team, family/friends and minors, supported language, symbols and signs, and Plain English.While engaging in the debate and highlighting some of the broader issues concerning communication support services, the focus is on the following main issues:• policy frameworks and guiding principles in communication support• methods and techniques for needs assessment, monitoring and evaluation of communication support• communication support provision in Tower Hamlets including quantifying need, actual state of provision and users' perceptions.Probably among the first of its kind, the strategy draws on existing knowledge and good practice to develop a common framework for public services in Tower Hamlets. It is believed that it will serve a pioneering role in co‐ordinated existing and developing coherent approaches to communication support.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to discuss the usefulness of Halliday’s linguistic theory known as Systemic Functional Linguistics (SFL) in analysing qualitative data. In order to do this, it initially presents an overview of SFL, and then explains how and why four linguistic features namely, nominalisation, grammatical metaphor, thematic structure and lexical density are useful in examining qualitative data. The paper also discusses three social metafunctions of language known as the ideational, the interpersonal and the textual metafunctions which are significant for understanding and interpreting texts.

This paper employs SFL as the main theoretical framework to discussing the usefulness of this linguistics theory in qualitative data analysis.

SFL can be seen as a paradigm shift in linguistic theory moving away from the traditional focus on syntax to the inclusion of the interface between language and pragmatics. The focus of SFL is language in use. It deals with texts in social contexts, which is the main focus in qualitative data analysis. Thus, SFL provides both research tools and theoretical insights for understanding and interpreting texts.

This paper provides significant insights into language which are crucial for understanding and interpreting texts in social contexts.