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Neuroimaging technologies such as electroencephalogram and magnetic resonance imaging allow us to analyze consumers’ brains in real time as they experience emotions. These technologies collect and integrate data on consumers’ brains for big data analytics. The purpose of this paper is to identify new opportunities and challenges for neuromarketing as an applied neuroscience.

The authors discuss conceptual and methodological contributions of neuromarketing based on studies that have employed neural approaches in market-related investigations, explaining the various tools and designs of neuromarketing research. The authors identify marketing-related questions to which neuroscientific approaches can make meaningful contributions, evaluating several challenges that lie ahead for neuromarketing.

The authors summarize the contributions of neuromarketing and discuss synergistic findings that neuromarketing has the potential to yield.

The authors ask: do consumers’ self-reported choices and their neural representations tell different stories?; what are the effects of subtle and peripheral marketing stimuli?; and can neuromarketing help to reveal the underlying causal mechanisms for perceptual and learning processes, such as motivation and emotions?

The authors identify marketing-related questions to which neuroscientific approaches can make meaningful contributions, evaluating several challenges that lie ahead for neuromarketing.

To the best of the authors’ knowledge, no current review has identified avenues for future research in neuromarketing and the emerging challenges that researchers may face. The current paper aims to update readers on what neuroscience and other psychophysiological measures have achieved, as well as what these tools have to offer in the field of marketing. The authors also aim to foster greater application of neuroscientific methods, beyond the more biased/post-test methods such as self-report studies, which currently exist in consumer research.

Critical thinking is a challenging term to describe but considered necessary for academic achievement, success in the global job market, and essential in developing a life-long learner (Dwyer, Hogan, & Stewart, 2012). Many definitions exist, but some of the components include the ability to analyse, reflect, judge, and strategise in a systematic way, to be able to solve problems (Dwyer et al., 2012). Some of the definitions, taxonomies, models, and theories of critical thinking have been built by Western culture, and the United States contributes information towards this Western approach (Nicholas & Raider-Roth, 2016; Wang, 2017). These definitions, taxonomies, models, and theories make a significant contribution to the pedagogical approaches to the teaching of critical thinking in the United States. This chapter details the structures that support the definitions of critical thinking and the history of the connections between critical thinking and classroom instruction in the United States.

Critical thinking is a necessary construct for twenty-first century learning and discussed in scholarly professional literature and popular media (Dwyer, 2017). The term is a part of the twenty-first century four Cs of learning: collaboration, communication, creativity, and critical thinking (Cunningham, 2018). The teaching of critical thinking can be challenging, and this chapter presents an overview of some helpful pedagogical approaches, including project-based learning, project-based design, e-learning, and active learning and descriptions of instructional pedagogy including the general, infusion, immersion, and mixed approaches (Abrami et al., 2008; Dwyer, 2017; Ennis, 1989; Marin & Halpern, 2011; Willingham, 2008). Quality assurance is an essential component in ensuring pedagogical approaches to critical thinking are effective. The contribution of core standards in the teaching of critical thinking in the United States will be discussed.

Public library workers (PLW) in the United States can use critical information literacy pedagogy (CILP) as a framework for working with people who are incarcerated to combat oppression. PLW who teach information literacy in any capacity in carceral settings should honor their involvement in pedagogy and follow Paulo Freire’s pedagogical philosophy by rejecting humanitarian postures in favor of humanistic approaches. This can be accomplished by aiming to have both PLW and people who are incarcerated reach an awareness of and critique multiple information literacies, and for PLW to situate themselves alongside, not above, people in jails and prisons in an effort to authentically empower the incarcerated to re-enter society. This practice promotes social justice because it challenges the idea that information literacies associated with dominant groups – and thus, groups who are in power themselves – are intrinsically more valuable than information literacies engaged in by groups that are systematically disempowered. The chapter will end with prospective examples of PLW who participate in CILP in carceral settings.

This paper seeks to organize the extensive field and to compile the complete list of information limits.

A thorough analysis of literature from the field beginning with the 1960s up to the present has been performed.

A universal typology of information limits has been proposed. A list of barriers mentioned in the literature of the subject has been compiled.

The term “information limits” is not commonly used.

The complete list of information limits with bibliographical hints (helpful for future research) is presented.

Acute and chronic pain affects more Americans than heart disease, diabetes, and cancer combined. Conservative estimates suggest the total economic cost of pain in the United States is $600 billion, and more than half of this cost is due to lost productivity, such as absenteeism, presenteeism, and turnover. In addition, an escalating opioid epidemic in the United States and abroad spurred by a lack of safe and effective pain management has magnified challenges to address pain in the workforce, particularly the military. Thus, it is imperative to investigate the organizational antecedents and consequences of pain and prescription opioid misuse (POM). This chapter provides a brief introduction to pain processing and the biopsychosocial model of pain, emphasizing the relationship between stress, emotional well-being, and pain in the military workforce. We review personal and organizational risk and protective factors for pain, such as post-traumatic stress disorder, optimism, perceived organizational support, and job strain. Further, we discuss the potential adverse impact of pain on organizational outcomes, the rise of POM in military personnel, and risk factors for POM in civilian and military populations. Lastly, we propose potential organizational interventions to mitigate pain and provide the future directions for work, stress, and pain research.

Through a review of the literature, this article seeks to outline and understand the evolution and extent of user–participant involvement in the existing library and information science (LIS) research to identify gaps and existing research approaches that might inform further methodological development in participant-oriented and design-based LIS research.

A scoping literature review of LIS research, from the 1960s onward, was conducted, assessing the themes and trends in understanding the user/participant within the LIS field. It traces LIS research from its early focus on information and relevancy to the “user turn”, to the rise of participatory research, especially design-based, as well as the recent inclusion of Indigenous and decolonial methodologies.

The literature review indicates that despite the reported “user turn”, LIS research often does not include the user as an active and equal participant within research projects.

The findings from this review support the development of alternative design research methodologies in LIS that fully include and involve research participants as full partners – from planning through dissemination of results – and suggests avenues for continuing the development of such design-based research. To that end, it lays the foundations for the introduction of a novel methodology, Action Partnership Research Design (APRD).

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.