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This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way.

The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies.

Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process.

Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery.

Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice.

The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

The purpose of this article is to provide a follow up to “Libraries on the Frontlines: Neutrality and Social Justice,” which was published here in 2017. It addresses institutional responses to protests and uprising in the spring and summer of 2020 after the deaths of Ahmaud Arbery, Breonna Taylor and George Floyd, all of which occurred in the context of the global COVID-19 pandemic. The article expands the previous call for libraries to take a stand for Black lives.

The authors describe the events of 2020 (a global pandemic, multiple murders of unarmed Black people and the consequent global protests) and responses from within library and information science (LIS), from the perspectives as women of color faculty and library professionals.

The authors comment on how libraries are responding to current events, as well as the possibilities for panethnic solidarity. The authors also consider specifically how libraries and other institutions are responding to the racial uprisings through statements on social media and call for concrete action to ensure that their organizations and information practices are actively antiracist. In so doing, the authors update the claims and expand the appeals they made in 2017,that Black Lives Matter and that librarianship must not remain neutral.

This paper addresses recent institutional and governmental reactions to the COVID-19 pandemic and the racial uprisings of spring and summer 2020. It is original, current and timely as it interrogates ongoing events in a LIS context.

The purpose of this paper is to examine libraries’ responsibility to engage with and support communities of color as they challenge systemic racism, engage in the political process, and exercise their right to free speech. Many libraries have ignored the Black Lives Matter (BLM) movement, citing the need to maintain neutrality. Despite extensive scholarship questioning the validity of this concept, the framing of library neutrality as nonpartisanship continues. This paper examines librarianship’s engagement with, and disengagement from black communities through the lens of the BLM movement. It also explores the implications of education, engagement, and activism for people of color and libraries today.

The authors have engaged the topic from a critical race perspective as a practice in exercising voice – telling stories, presenting counterstories, and practicing advocacy (Ladson-Billings, 1998).

The assertion that libraries have been socially and politically neutral organizations is ahistorical. When libraries decide not to address issues relevant to people of color, they are not embodying neutrality; they are actively electing not to support the information and service needs of a service population. In order for libraries to live up to their core values, they must engage actively with communities, especially when those communities are in crisis.

As a service field, librarianship has an ethos, values, and history that parallel those of many other service fields. This paper has implications for developing understanding of questions about equitable service provision.

The field of librarianship is ever expanding and changing, from exploding internet and media technologies, to ever diverse patron groups with increasingly complex information needs. Library professionals need to be as savvy as the clients they serve, and the most productive and effective way for librarians to keep up with these changes is to seek out professional development opportunities. Librarians owe it to their clients and to themselves as competent professionals, to remain abreast of trends and developments in the field. The purpose of this paper is to address the changing landscape of the library profession, including the changing nature of library and information science education, and to exemplify the importance and necessity of continuing professional development for librarians, the newest manifestation of which is online professional development through Web 2.0 tools and social media technologies.

Specifically, using such technologies enables library professionals to develop an online personal learning network (PLN).

PLNs are beneficial because they are so customizable to an individual's work and research interests and time constraints, and they facilitate global learning and collaboration opportunities that may not otherwise be feasible. In times of financial difficulty, more traditional professional development opportunities requiring travel and funding are often prohibitive; PLNs enable continuous and affordable professional development opportunities that will benefit librarians and their institutions.

The paper discusses the newest technologies and opportunities and how their attendant considerations and concerns apply to library professions; also the best ways in which to deliver content and instruct future library professionals.

The American Library Association has worked for decades to increase its diversity of individuals from underrepresented groups; however, existing diversity programs in the United States yield just enough new library and information science professionals to replace those retiring or leaving the profession prematurely.

This paper involved performing a review of the literature to assess recruitment and retention strategies of individuals from underrepresented groups within the LIS profession.

This article examines the problems with existing diversity initiatives within the profession and suggests how the field can recruit both students and employees from underrepresented groups. This article offers new ways to recruit students and employees (e.g. how to create job postings and interview questions) and speaks about strategies for retaining LIS students and employees from underrepresented groups (e.g. formal and informal mentoring networks). Finally, this article offers some suggestions to create a more inclusive environment for LIS students and professionals alike.

This paper offers practical suggestions to increase representation of individuals from underrepresented groups that LIS programs and libraries alike can implement. Suggestions for how to create an inclusive work environment are also presented.

The purpose of this paper is to further fill the void of American slavery within management history and leadership studies by presenting the unique case of Joseph E. Davis's paternalistic leadership.

This case was selected because of Davis's attempt to transplant Robert Owen's utopian practices of social harmony in an industrial, textile‐mill setting to the backdrop of his slavery plantation. The method used is the historical method of analyzing both primary and secondary sources of data about Joseph E. Davis, a Mississippi planter, during the time periods of antebellum and reconstruction.

This analysis indicates that Joseph E. Davis exhibited benevolence, authoritarianism, and, to a degree, moral paternalistic leadership with his slaves. Yet, due to his ideology and the context, he still defended slavery and Southern rights.

Historical knowledge about paternalistic leadership during the antebellum slavery and reconstruction time period will help to end the denial of slavery in management studies, as well as contribute to the understanding of paternalism in many contemporary cultures.

This is the first article to provide primary evidence of paternalistic leadership in management history studies within this erroneously disregarded period.

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

Responding to the Supreme Court’s decision in R (on the application of Mott) v. Environment Agency, the purpose of this study is to explore the interface between property, environment and human rights. It examines the space within human rights jurisprudence for a richer notion of property that can accommodate social and environmental obligation and non-anthropocentric values.

In this study, a theoretical lens is applied to human rights doctrine. A central question is the extent to which there is room within the discourse on Article 1 of Protocol 1 (A1P1) to the European Convention on Human Rights for a more relational and ecocentric approach. The paper engages with the jurisprudence of the UK courts and that of the European Court of Human Rights, as well as the works of scholars such as Jennifer Nedelsky and Nicole Graham.

It is concluded that although the judgment in Mott demonstrates the potential for A1P1 to function as a means for rights-holders to obtain a voice in environmental decision-making processes, it highlights the tendency of property to preserve existing structures and arrangements. When assessing whether an individual is asked to bear an excessive burden, great weight was given in Mott to values associated with livelihood. What did not feature in the (brief) judgment was the consideration of the ecological context in which Mr Mott’s rights were embedded and the extent to which this context might have inherently restricted his ability to enjoy his property. The dispute demonstrates the limitations of existing property institutions and discourses in managing ecological conflict and fostering positive relationships and management practices.

This study contributes to the doctrinal literature on A1P1, providing a new perspective on the role of human rights jurisprudence in managing environmental conflict. It is original in its examination of human rights discourse in light of relational and ecocentric theories of property, providing a critique of existing values and paradigms. Evaluating the doctrinal reasoning in Mott with reference to this theoretical framework, it provides fresh insight into the limitations of the Supreme Court’s approach. It points to the need for more explicit incorporation of environmental values and contexts in human rights reasoning.

This paper aims to describe the use of an innovative resilience-building training programme delivered to NHS Safeguarding Leads and other participating professionals over a five-month period concluding in March 2019. The developers used knowledge and expertise in both the fields of psychology and drama-based learning to promote comprehension, retention and a capacity for using and conveying these strategies to other health-care workers.

Attendees were given pre- and post-questionnaires to examine the effectiveness of the training in terms of understanding the stages of burnout, developing an awareness of personal risk factors that may be associated with potential burnout and their perceptions of the confidence they have in both evaluating their personal resilience and using acquired skills and coping techniques that they may apply to their personal and professional lives. A Wilcoxon Signed Ranks test was administered, to assess the significance of the difference between pre- and post-training scores.

Following the training, participants reported statistically significant improvements relating to their understanding of terms, including “burnout”. They also reported an increased awareness of their personal risk factors associated with burnout and felt more resilient having completed the training. Statistically significant changes were reported in all of these areas, with the drama element of the training being commended on about one third of all feedback forms where, with the post-test results, a narrative (unscored) opportunity for feedback was sought.

The authors note that a long-term follow-up of retention and use of this training was not undertaken, though they consider that, post-pandemic, this necessary training can be reinitiated and that, as with other professional initiatives, video-engagement technology may be, through innovative efforts, merged with these effective training techniques as an option for future training applications.

To the best of the authors’ knowledge, this training programme was the first of its kind to use a psychologically underpinned drama-based didactic approach to build resilience and protect against burnout. The results of this paper show that this training used an effective and efficient medium for successfully meeting these primary objectives.

It is considered that using a similar training approach would be effective in building resilience and preventing burnout in health-care professionals.

This paper evaluates the effectiveness of an innovative resilience-building training programme drawing upon the field of psychology and drama-based learning to support safeguarding professionals within the NHS.

This paper aims to trace the historical roots of African American management by examining managerial practices and experiences described in the letters of Benjamin Thornton Montgomery, a former slave who eventually became manager and, ultimately, owner of the Hurricane plantation.

The method used is the historical archival method of analysis, primarily the examination of a series of letters written by Montgomery during the 1865‐1870 time periods. These letters, which document the foundation and emergence of African American management during the Emancipation age, are for the first time presented as a source of management history.

Contrary to traditional thoughts of the insignificance of the plantation era to the history of management, the analysis indicates that Montgomery's management practices were quite sophisticated as they incorporated classical management principles of planning, delegation, leadership, and control.

This paper provides insights concerning the historical roots of management practices during the African American Emancipation period which could provide contemporary managers with a more realistic foundation of management practice.

The principal contribution of this investigation is the historical awareness of the documented roots of African American management represented by Montgomery's competence and perseverance to manage effectively while withstanding impeding racial attacks.