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This study aims to discern medieval information literacy (IL) practices through scrutiny of medieval manuscripts: both the content and the “marks of usage” evident therein.

Analysis of the writing of scribes. Engagement with selected primary texts (manuscripts) and prior scholarly investigations.

Ample evidence exists of the practice of IL in the medieval era, and how it was transmitted and negotiated across time and space. Popular guides for scholars, including Hugh of St. Victor's Didascalicon, and the marks of usage left on manuscripts by readers/scribes, are evidence of how members of scholarly communities engaged in collaborative metacognitive work, helping each other with tasks such as understanding the ordinatio (organisation) of texts; cross-referencing; locating information; and making judgments about relevance, amongst others. New practices were stimulated by key historical transitions, particularly the shift from ecclesiastical to secular settings for learning.

This is a preliminary study only, intended to lay foundations and suggest directions for more detailed future investigations of primary texts. The scope is Eurocentric, and similar work might be undertaken with the records of practice available elsewhere, e.g. the Arab world, South and East Asia.

Some previous work (e.g. Long, 2017) has investigated medieval scholarly communities by retrospectively applying notions from practice theory, but no prior work has specifically focused upon IL as the practice under investigation.

This study aimed to investigate the sensemaking strategies employed by early-career employees working within organizationally constrained environments.

Grounded in the sensemaking-as-accomplishment framework, a longitudinal multi-case study was conducted, involving three early-career employees. These participants were interviewed multiple times concerning tasks they themselves identified as anomalous and ambiguous.

The study's findings illuminate how early-career employees utilize sensemaking strategies to accomplish anomalous-ambiguous tasks. These strategies are interwoven with deliberate efforts to mitigate organizational constraints that exist in the organization or arise during the execution of complex tasks.

Notable limitation pertains to the time gap between task completion and the interviews. Conducting real-time interviews concurrently with task execution or immediately afterward was not feasible due to constraints in participant availability. This research has implications for organizational learning initiatives, particularly those encompassing employee-driven self-learning components. Insights derived from studies like this can inform the development of effective self-learning schemes within organizations.

Previous sensemaking research focused on what takes place in high-reliability organizations. This study explored sensemaking strategies in workplaces that are organizationally constrained.

The aim of this chapter is to introduce the aims of the book, how it is structured and introduce the main concepts of positive psychology and positive education. This includes a brief history of positive psychology and how it led to its application in schools as positive education. The chapter introduces positive education, what it is, why wellbeing is important in education and some of the main frameworks for positive education being used in schools. A rationale for why the focus of this book is on positive education and at all levels of those involved in education in the UK is also provided. Namely, to address whether positive education is too positive for the UK (Robson-Kelly, 2018).

The research aims to understand the stories of women leaders who have demonstrated bravery in leadership. By analyzing their lived experiences through storytelling and narratives, it seeks to shed light on the challenges and motivations behind their brave actions, contributing to a deeper understanding of bravery in leadership within gender and organizational contexts.

This study adopts a qualitative multiple case study approach, focusing on the autobiographical accounts of three women leaders to explore their experiences of bravery in leadership. Utilizing narrative analysis (NA), it is grounded in ethical leadership theory and narrative identity theory. The research method involves cross-analyzing these narratives to unearth themes that depict a multifaceted view of bravery, including moral courage and ethical decision-making.

The study reveals various themes of bravery in leadership, such as moral courage, authenticity, resilience and ethical decision-making. These findings enhance the understanding of bravery's role in ethical conduct and transformative change, highlighting the complex manifestations of bravery in women's leadership practices.

This study contributes to the broader discourse on bravery in leadership, especially for women. It offers insights into how bravery is integral to ethical conduct and transformative leadership and sheds light on the influence of gender dynamics on leadership experiences. This study significantly enriches the discourse on bravery in leadership, with a particular focus on women's experiences. It delves into how bravery, encompassing moral courage and authenticity, is crucial for ethical conduct and transformative leadership. By highlighting the stories of women leaders, the research underscores the complex interplay between bravery and gender dynamics within organizational contexts. It challenges traditional perceptions of leadership and bravery, advocating for a more nuanced understanding that recognizes the unique challenges and strengths of women leaders. Furthermore, this study paves the way for future research to explore diverse dimensions of bravery in leadership, encouraging a more inclusive approach that values different perspectives and experiences.

The findings of this study advocate for empowering leadership practices and guide the development of a courageous leadership landscape. Current events show evidence that many organizations lack the integration of bravery as a core leadership trait. These narratives of bravery in women's leadership can serve as a powerful catalyst for inspiring all leaders These stories can guide leaders across various levels to embrace bravery in their decision-making and leadership styles. The integration of these insights into organizational policies and leadership development programs can lead to a more courageous, ethical and transformative leadership landscape.

The research emphasizes the need for inclusive approaches to leadership and bravery, challenging dominant gender norms. It underscores the importance of acknowledging and valuing women leaders' stories, thereby empowering their narratives.

The study adds value to the field by unveiling the often untold narratives around bravery in leadership. Findings can assist in fostering environments where diverse expressions of bravery are recognized and valued. Findings have the potential to inspire a new generation of leaders, across all genders, to embrace bravery in their roles, thereby enriching the leadership landscape with diverse, ethical and courageous practices. This research not only contributes to academic discourse but also has real-world implications, encouraging organizations to reevaluate and evolve their leadership models to be more inclusive and effective in today's dynamic and diverse global environment.

Parents ‘matter’ to schools for their child’s education and parents ‘matter’ in relation to their child’s wellbeing. Indeed, in his synthesis of over 800 studies, Hattie (2008) equated the benefits of parental engagement with schools as being equivalent to adding two or three further years to their education. The aim of this chapter, therefore, is to look at parents in relation to wellbeing through positive education and, as part of this, the concept of positive psychology parenting too. Drawing on scientific research, the benefits of positive psychology to parents and families, alongside some of the ‘why’ and ‘how’ parents can better engage with schools, will be presented. A Positive Psychology in Practice case study of Bounce Back, a freely available, online introduction to positive psychology designed to give parents and carers an introduction to several different concepts, approaches, and hands-on techniques, based on the principles of positive psychology, will also be provided. This case study will also present Bounce Back as an intervention, giving parents and carers practical advice on how best to use this online resource, as well as information on how to implement some of the wider ideas from positive education at home to help them better understand, and intervene in, their own and their family’s wellbeing.

Although situational crisis communication theory (SCCT) is centered on rationality and cognitive information processing, it ignores that people are also driven by irrationality and non-cognitive information processing. The purpose of this study aims to fill this gap by examining how gender stereotypes, based on perceived spokesperson sex influence the public’s perceptions of crisis response messages.

A 2 (industry type: automotive vs daycare industry) × 2 (spokesperson’s sex: male vs female) × 2 (crisis response appeal: rational vs emotional) between-subject online experiment was conducted to examine the effect of gender stereotype in crisis communication.

Results showed that either matching spokesperson sex with sex differed industry or matching sex differed industry with appropriate crisis response appeal can generate a more positive evaluation of the spokesperson and the organization. The results also revealed under which circumstances, the attractiveness of different sex of the spokesperson can either promote or mitigate people’s perceptions of the organization. Furthermore, when people are aware of a spokesperson’s sex, in a female-associated industry, a mismatching effect of a positive violation of a male-related stereotype overrides a matching effect of a female-related stereotype in crisis communication.

This study is among the first to identify how the gender of a spokesperson and industry type affect publics’ crisis response.

This study's purpose is to explore the difference in employee voice behavior along with its modalities and employee perceived control in a remote vs an in-office work situation.

Employees who worked remotely and in-person at a local municipal government in the Great Lakes Region of the United States were surveyed.

Findings suggest voice behavior and perceived control are stable attitudes and not impacted by a move from in-person to remote work. Participants indicated both Zoom staff meetings and Zoom one-to-one meetings with their supervisor were important; however, only Zoom one-to-one meetings with the supervisor were indicated to be satisfactory.

This study suggests that organizations considering moving some of their operations to a fully remote work situation would not experience differences in employee voice or perceived control. Implications related to utilizing specific communication modalities are also discussed.

This is the only study that focuses on differences in employee voice, its modalities and perceived control comparing in-person vs remote work.

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

The purpose of this paper is to examine the information flows, in terms of content and process, underpinning the sharing of knowledge by managers and owners. Such an examination reveals similarities and differences that will influence the generation and dissemination of knowledge used in tourism business operations and contribute to innovation.

This paper examines information flows within the theoretical and methodological framework of social network analysis. The findings were derived from a quantitative study of tourism managers and owners of a tourism hub in South-West England.

The main finding was that network structure characteristics determine the flow of information within owners’ and managers’ social networks. The owners of smaller businesses received information from several sources and, therefore, had fewer structural constraints and reported larger structural holes. In comparison, the managers had more brokerage opportunities to disseminate the information within their social networks.

This paper highlights knowledge sharing between tourism business managers and owners in an open network structure. First, an open network structure builds innovation through the provision of nonredundant information. This is determined through the effective size of structural holes and the dissemination of information through brokerage roles. Second, the knowledge capability of a destination is built up through the social networking of managers and owners. The generation and dissemination of knowledge in a tourism destination are facilitated by the social networking activities of managers and owners.

Managers and owners of tourism businesses require knowledge through information to assist with innovative business practices. The practical implication of this is that the social networks of managers and owners have different network characteristics, and that these differences result in consequences for the innovation of business practices. Another practical implication relates to the importance of managers in knowledge dissemination based on having several brokerage roles in the tourism destination.

These findings are important because an understanding of social networks and the flow of information is one of the keys to determining the influences on knowledge sharing within tourism destination knowledge networks of owners or managers and their potential contributions to innovation.

This chapter is on positive education in primary schools (including pre-schools), and how programmes that use interventions from positive psychology (PPIs) can have positive effects (academic and for well-being), on children in this age group (up to 11 years). It explores some of the key challenges of implementing PPIs at younger ages and why, compared to secondary schools, limited studies of PPIs in pre- and primary schools exist. Based on the author’s personal experience of successfully delivering a multiple PPI (mPPI) in a primary school in the United Kingdom, the chapter also presents a case study. In particular, a mPPI known as Hummingbird Primary, adapted from the Hummingbird Project which has successfully been delivered in high schools; see Chapter 3. The case study presents an overview of the mPPI, the impact it had and some of the lessons learned. The chapter concludes with recommendations for educators wishing to implement PPIs in a whole primary school setting.