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Certification students in a post-baccalaureate teacher preparation program investigated the local educational environment in a social studies methods course with a brief community study of several K-4 neighborhood schools. School district maps and street maps guided their exploration of the city between the university and the schools where they had field placements and jobs as substitute teachers. Student summaries and reflections with photos and sketch maps promoted discussion of issues relevant to informed social studies educators. Evaluation of the instructional approach indicated an increased student awareness of local places, using a model of inquiry applicable to elementary social studies instruction, as well as promoting place-based instruction and potential partnerships between neighborhood schools and communities. The approach established a collegial, cooperative climate among future teachers for developing effective social studies programs.

The purpose of this paper is to frame Khaled Hosseini's novels, The Kite Runner and A Thousand Splendid Suns, as literature to expand and enhance the American secondary curriculum with multicultural themes based on Afghanistan as a geographical and cultural place in a dynamic, diverse, and complex world more mediated than ever before by computer technologies.

The methodological approach to the study is a synthesis of geographic education grounded in the concept of place and diversity pedagogy.

Khaled Hosseini's web site has become the cyber place where hundreds of readers from around the world come to express their deep emotional reactions to The Kite Runner and A Thousand Splendid Suns. At the same time, that so many diverse international readers are responding favorably to Hosseini's novels, his works are being censored in classrooms in the USA. The research outlines geographical and cultural geographic features of Afghanistan – a place torn by military efforts of several nations. In the context of diversity pedagogy, the power of the novels portrays “difference,” yet humanity in need of understanding. Further attention is given to the censorship of ideas in American education, with Hosseini's books as one example.

This paper frames Hosseini's novels as place‐based literature illustrating the homeland of Afghanistan now more accessible than ever before to international and US classrooms.

Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their historical and civic understanding through exposure to artifacts and narratives unavailable in classrooms. Yet, research suggests teachers are insufficiently prepared to integrate museum visits into classroom curriculum effectively. In this project, the instructors of the two secondary social studies methods course sections organized a visit to a natural history museum. The instructors modeled pre- and post-visit lesson activities during class and provided a guide for pre-service teachers to complete during their museum visit. While pre-service teachers reported they better understood the importance of connecting museum visits to classroom curriculum, they also raised questions about how methods course faculty might introduce pre-service teachers to museum visits. This article discusses what was learned during the project, as well as approaches social studies methods course instructors might reflect upon when considering museum visits as a component of social studies teacher education.

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking in the United States. Because broadband has been cited as an essential element of contemporary learning, this study sought to identify gaps in the attention given to the role of broadband in the information seeking environment of youth.

The researchers conducted a mixed method synthesis of academic research published in peer-reviewed journals between 1991 and 2011 that reported the information seeking of children aged 5–18 years. Quantitative and qualitative data were gathered from leading databases, analyzed separately, and conclusions drawn from integrated results.

The results of this study indicated that broadband is rarely considered in the design of children’s information seeking published in peer-reviewed research journals. Only 15 studies showed any presence of broadband in study design or conclusions. Due to the small number of qualifying studies, the researchers could not conduct the synthesis; instead, the researchers conducted a quantitative relationship analysis and qualitative content analysis.

Given the focus of policymaking and public discussion on broadband, its absence as a study consideration suggests a crucial gap for scholarly researchers to address.

The data set included only studies of children in the United States, therefore, findings may not be universally applicable.

Despite national imperatives for ubiquitous broadband and a tradition of information seeking research in library and information science (LIS) and other disciplines, a lack of academic research about how broadband affects children’s information seeking persists.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Social networking sites (SNSs) have established an important presence in our daily lives and at work. This study explores how public service professionals use SNSs and how they perceive the potential of SNSs. This study further examines the relationship between the use of SNSs and social trust and civic participation. Last, this study identifies the challenges and opportunities facing public administration practitioners who use SNSs to build collaboration and promote public interests. Based on the nationwide survey results, this study provides a broader understanding of SNS use among public service professionals. Furthermore, it also provides management recommendations on how public service professionals can make full use of SNSs to facilitate their interactions with other public service professionals and citizens, and foster collaboration to pursue public interests.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.