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This paper aims to examine the use of physical and streaming documentary film collections available in a mid-sized academic library, specifically relating to the length of time that documentary films may remain relevant for curricular use.

The authors defined documentary film for the purposes of the study and created data sets of our non-fiction film holdings. They weeded out titles that could not be defined as documentaries and ran use reports for streaming and physical collections. They also used Power BI to visualize the data more clearly.

The authors found that documentary films could remain useful for 25 years, with certain films remaining relevant even longer.

These findings indicate that purchasing or licensing streaming documentary film packages provides value, including older content. In addition, the authors will continue to make purchases of physical DVD or Blu Ray content when necessary and keep these collections up to 30 years before heavily weeding them.

In order to estimate the value of semi-automated subject indexing in operative library catalogues, the study aimed to investigate five different automated implementations of an open source software package on a large set of Swedish union catalogue metadata records, with Dewey Decimal Classification (DDC) as the target classification system. It also aimed to contribute to the body of research on aboutness and related challenges in automated subject indexing and evaluation.

On a sample of over 230,000 records with close to 12,000 distinct DDC classes, an open source tool Annif, developed by the National Library of Finland, was applied in the following implementations: lexical algorithm, support vector classifier, fastText, Omikuji Bonsai and an ensemble approach combing the former four. A qualitative study involving two senior catalogue librarians and three students of library and information studies was also conducted to investigate the value and inter-rater agreement of automatically assigned classes, on a sample of 60 records.

The best results were achieved using the ensemble approach that achieved 66.82% accuracy on the three-digit DDC classification task. The qualitative study confirmed earlier studies reporting low inter-rater agreement but also pointed to the potential value of automatically assigned classes as additional access points in information retrieval.

The paper presents an extensive study of automated classification in an operative library catalogue, accompanied by a qualitative study of automated classes. It demonstrates the value of applying semi-automated indexing in operative information retrieval systems.

Over some 20 years, the popularity of competitive bodybuilding has increased significantly in India, along with an increase in sponsorship and professionalism in the organisation of events. Multiple competitions are now held at city/town, state, and national levels, organised by a vast range of organisations. The popularity of the sport follows the arrival of muscular bodies in Indian cinema and the attendant rapid growth of the country’s fitness industry. However, what is required for a bodybuilding competition on-stage is not necessarily the same as what actors showcase in movie scenes, specifically orchestrated to underline bodily accomplishments. Nor may it be what clients are after when they enter a gym. This chapter examines how Indian bodybuilders who often make a living as personal trainers navigate different bodily ideals. It foregrounds the notion of ‘muscular capital’ to deepen the understanding of what value a bodybuilder’s body might hold on and off stage and how it is perceived by others. Building on extensive fieldwork in Chennai, Tamil Nadu, this chapter seeks to move beyond the mere economic dimensions of bodybuilding and instead gives prominence to the sociocultural aspects of the body as they reflect an array of different (post colonial) demands and expectations.

The “Picture This, Picture Me” research project enabled young people who have experience of a parent in prison to challenge the narrow narrative of “prisoners’ children” by sharing their wider sense of identities and their needs. This paper aims to show the value of specialised voluntary sector support groups for children with a parent in prison as well as demonstrate that parental imprisonment, whilst significant, is only one part of their story.

Children’s experiences are explored through expressive and creative research methods informed by photovoice research, including taking and responding to photos and caption writing, short conversational interviews and curation of artefacts.

Children’s perspectives are presented: what matters to them, what makes them happy, how do they perceive themselves beyond the label of “a prisoner’s child”, how do community-based support services help and what they would like people to know about children who have been impacted by parental imprisonment.

This research contributes to an emerging research area on the role of services from the community and voluntary sector and non-formal educational organisations that support children impacted by parental imprisonment at a personal and family level.

This research offers useful knowledge to professionals, including those in education, children’s services and non-formal community-based services, with an interest in holistically supporting children and families with a relative in prison.

Children’s insights are offered on the value of peer-to-peer and community-based interventions that support them holistically, including articulating their self-identity, life and educational aspirations and practical issues for families.

There is minimal research on including and hearing the voices of children who have a family member in prison and their perspectives are invaluable.

Preservice teachers (PSTs) typically have few opportunities to observe social studies instruction in PSTs' elementary field placements. To practice effective integration as a pathway to include more social studies instruction, PSTs developed a unit plan based on inquiry during an undergraduate methods course. The purpose of this study was to explore what scaffolds were effective in PSTs' development of social studies inquiry projects.

The author used a multiple case study approach, examining initial submissions, feedback and resubmissions as PSTs developed PSTs' inquiry projects. The data were analyzed with an eye on PSTs' ability to plan a unit according to the four dimensions of the C3 Framework's inquiry arc (National Council for the Social Studies [NCSS], 2013).

The author analyzed data related to PSTs’ area of highest need from PSTs' initial submissions: staging the task, formative tasks and resources. PSTs were able to develop inquiry projects after being supported in their (1) organization, (2) clarity, (3) alignment and (4) developmental appropriateness.

This study shows that novice teachers can create high-quality social studies learning experiences in elementary school when provided appropriate supports (in this case, feedback about organization, clarity, alignment and developmental appropriateness). With the tools to develop such projects, new teachers may be able to increase the amount of social studies taught in elementary classrooms.