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The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices.

The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments.

In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies.

These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation.

Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers.

While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

This paper aims to examine the impact of using digitized objects for inquiry with middle-school classrooms. Research analyzed critical thinking processes and student engagement during collaborative investigations with 3D models of authentic objects.

Digitized objects were 3D scans of fossils from the paleontology collection at the Natural History Museum of Utah implemented as 3D prints and 3D virtual models. Verbal protocol analysis examined critical thinking processes during collaborative student learning. Engagement was assessed via student feedback and a classroom observation protocol.

The findings demonstrated that digitized objects facilitated key critical thinking processes, particularly observation, problem finding, elaboration and evaluation. Student feedback was very positive and focused on strong interest in 3D technologies and the ability to engage in authentic exploration. Observations showed very high levels of on-task engagement.

Additional research is necessary to determine if findings generalize across varied learner populations, including broader age ranges and socioeconomic samples, to activities implemented as fully online experiences and to digitized objects from varied domains.

Findings demonstrate digitized objects are effective methods to engage students in critical thinking and to promote engagement with authentic objects during classroom learning. Results demonstrate strong potential of new technologies to leverage the educational impact of digitized objects from local collections, setting the stage for expanded educational outreach by museums and libraries.

This paper aims to describe the use of a pre‐assessment exercise and in‐session assessment questions to determine graduate students' existing information literacy skills and to adjust the content of the instruction session accordingly. The paper seeks to propose that the use of assessments to inform instruction increases the practicality of research instruction. The use of formative assessment creates effective information literacy instruction by acknowledging variation in information literacy skills among students.

A librarian partnered with a faculty member to create instruction sessions for graduate level business courses. An open‐ended pre‐assessment exercise was administered prior to the session, and students' responses were used to determine the content of the instruction session. Assessment questions administered during the session provided the librarian with a measure of the effect of the pre‐assessment exercise on students' information literacy skills, and provided students with feedback regarding their individual information literacy and engaged students in the learning process.

The pre‐assessment exercise and the session assessment questions together created an instruction session that included content that was appropriate for the students in each session. Therefore, these information literacy instruction sessions were more practical and beneficial to the students than sessions based on pre‐determined content.

The paper presents a conceptual approach to the design of research instruction sessions rather than extensive empirical analysis of data. Therefore, the essay addresses the need for quantitative measures of the impact of formative assessment on students' information literacy skills.

The process of formative assessment has not been applied to one‐shot information literacy instruction sessions.

The purpose of this study is to examine adaptation to a dynamic business environment from the perspective of family and non-family firms. Furthermore, the study provides a comparative component and proposes a theoretical framework to understand firm adaptation, incorporating the dynamic capabilities approach.

Semi-structured, in-depth, face-to-face interviews were undertaken predominantly with firm owners and managers of family and non-family-owned firms operating in Western Australia.

Regardless of firms’ family or non-family background, valuable, rare, imperfectly imitable and non-substitutable attributes were strongly associated with both groups. Moreover, expertise, tacit and new knowledge, innovation or established brand image emerged as key adaptive responses to challenges posed by new trends, consumer expectations, increased demand or competition. These attributes allowed firms to sense and seize opportunities, and experience transformational processes to remain competitive. Implications of the findings and future research directions will be discussed.

First, and empirically, the study’s objectives contribute to addressing extant research gaps, including scant research on methodologies and innovative approaches used by family firms to adapt to contemporary challenges. Thus, the study complements entrepreneurship scholarly discourses on firms’ adaptation. Second, the chosen inductive approach results in the development of a framework, which also exhibits various relationships with the adopted dynamic capabilities approach. Both the findings and the developed framework enhance the understanding of adaptive behaviour among both family and non-family firms. Finally, the study contributes to the literature examining firms operating in geographically dispersed and isolated regions.

By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed.

The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique.

This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions.

This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs.

The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change.

Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.

As part of an exploratory study on the nature of global leaders' power, we interviewed 23 global leaders to address the question: “How do the task, culture, and relationship complexities of global leadership shape the way global leaders exercise power and influence their followers?” We identify five complicating factors that shape the use of power by global leaders: Language, culture, time zones, physical distance, and matrix organizational structures. When compared with domestic leaders, these five factors make the use of power more complex for global leaders and require global leaders to invest substantially more time and energy into building relationships, sharing leadership, and prioritizing communication to ensure common understanding of vision and goals. We highlight a sixth factor, high-quality relationships, as an enabling resource for global leaders to succeed despite contexts of global leadership complexity. We provide a conceptual model summarizing how global leader influence attempts are complicated and enhanced and offer implications for future research and practice.

A growing priority for HR managers is to structure their organisation's employment‐related policies and procedures in such a manner as to minimise the organisation's potential for a lawsuit. It is estimated that the legal cost to take one significant case to trial can be $75,000 to $250,000.

The Balanced Scorecard (BSC), first introduced by Kaplan and Norton in 1992, is described as a comprehensive performance measurement system as well as a strategic management tool. Over the past decade, the BSC has attracted increasing attention in mainstream management accounting research. A review of the literature identifies five main areas of criticism relating to the BSC. Using particularly Nørreklit’s (2000, 2003) criticisms of the BSC’s assumptions, this research gained views (using both a pilot and follow up survey of New Zealand companies) on the number and titles of perspectives in the BSC; the existence and understanding of cause‐and‐effect relationships; whether or not the BSC was perceived as a strategic control model; the number of performance measures and perceptions of the ability to judge performance based on those measures; and the credibility and effectiveness of the BSC as a management solution. The findings show that the BSC is not used extensively by the firms studied but those that do use it take full advantage of the BSC’s flexibility, using broader perspective names, as needed, to incorporate the desired aspects of organisational performance. There appears to be no concern over whether the cause‐and‐effect relationships meet a set of academic criteria relating to empirical verification and logical independence. However, Nørreklit’s (2000) criticism that the BSC fails to increase strategy awareness finds some support. The findings also contradict the suggestion that the BSC necessitates an excessive number of performance measures which could be detrimental to managerial performance evaluation. Finally, the criticism that the BSC is merely a trend, popularised by management consulting firms, is also not supported.

To determine how different voluntary leaves of absence (parental vs. community service) affect individuals’ preferences for working with either male or female supervisors. Drawing on role congruity theory, the authors examined whether individuals would least prefer supervisors who took voluntary leave that violated role expectations.

In Study 1, participants (n = 372) evaluated supervisors who took different forms of leave (none vs. parental vs. community service). In Study 2 (n = 202), the authors tested an intervention to reduce negative bias toward males taking community service leave. In both studies the authors examined the sex of the supervisor (male vs. female) on perceptions of typicality and supervisor preference.

Males who took community service leave were perceived as most atypical and were least preferred as supervisors. However, providing relevant research-based information about typicality reduced this bias.

The results show that people respond negatively toward males who take community service leave. Managers can help reduce this bias by providing relevant research-based information regarding community service leave.

This work is among the first to explore the consequences of community service leave and how it interacts with supervisor sex. The authors also identify a simple way to reduce bias against males who take community service leave.