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Climate change is recognised as a severe threat to human and planetary wellbeing. Many children and young people around the world have chosen resistance as their form of resilience in the face of the climate and biodiversity crises that threaten their current and future wellbeing. Their activism has widened the discourse pertaining to the climate emergency from a narrow focus on technical and scientific sources, bringing the discussion into broader public consciousness. In Aotearoa (New Zealand), the context for youth climate activism also reflects commitments to Māori, the Indigenous people, and to Pacific Peoples, given the ongoing impacts of histories of colonisation. This chapter draws from a range of focus group interviews with young Aotearoa (New Zealand) high school climate activists, and Māori and Pacific children and young people ranging in age from 10 into their 20s. Data were gathered during a recent small-scale project to develop a wellbeing guide which accompanies a climate change education programme for schools. It identifies the collective, collaborative leadership exhibited by these young people of diverse backgrounds, as well as their sophisticated analysis and advocacy for urgent remedies to address the climate crisis. It is argued that, instead of focussing on the blinkered continuation of restrictive assessment-driven pedagogies, teachers need to meet the moment of the current convergence of inter-related crises which include, along with the climate emergency, biodiversity loss, pandemic related exacerbation of socio-economic inequities, global conflict, and the unsustainable agenda of current global neoliberal economics. This can be done by supporting children and young people with knowledge and skills for climate action as they seek hope through active participation in endeavours to reshape their potential futures.

The chapters in this book focus on using different types of mediated discourse technologies such as classroom response systems and class replay systems to create technology-rich social learning environments within the classroom. Improvements in low-cost, ubiquitous digital technologies and development of modern learning theories are rapidly changing the manner in which we teach and learn in the postindustrial age. These transformative advancements are also refining our views of what it means to teach and learn in a globalized world. At both the individual and group levels, mediated discourse technologies are becoming more prevalent in higher education as teaching and learning tools across a wide range of disciplines to better engage students and create more participatory and engaging learning environments. Using these technologies in a purposeful manner also has the potential of creating more interesting and enjoyable social learning environments for both instructors and students.

Purpose – The purpose of this chapter is to provide an introductory exploration of how the modern Master of Library and Information Science (MLIS) may contribute to the effect of imposter phenomenon (IP) in graduate students and early career librarians and to offer solutions to mitigate the effect.

Design/Methodology/Approach – Six university American Library Association-accredited library master’s programs in North America were identified and compared based on publicly available information on program websites. The authors pose questions about the modern MLIS and identify potential solutions to the issues raised about IP in graduate school and the workplace. Ideas in the chapter are supported by best practices suggested by academic literature on organizational behavior and Library and Information Studies (LIS) scholarship as well as invaluable personal reflections found on blogs and other gray literature sources.

Findings – The modern MLIS produces graduates who can vary greatly in their knowledge of LIS topics and career preparedness. MLIS programs and employers can mitigate the effects of nervousness, burn out, and isolation for high-achieving individuals through career preparedness and continuing education courses and opportunities for positive onboarding and mentorship.

Originality/Value – To date, there is a gap in the LIS literature about IP, especially the connection between the modern MLIS and IP. This chapter provides an exploratory look and asks questions to further the conversation on this topic.

This chapter explores three different Cinema, Memory and Wellbeing pilot projects, two of which were carried out in Liverpool and the other in Petrópolis, a city of comparable size in the state of Rio de Janeiro, Brazil. It begins by discussing our motivations for developing these projects and how we drew on our previous research relating to films and cinema-going. It then presents the three different projects, showing how each was tailored to the care context in question (a residential nursing home and a day-care centre on Merseyside, and a GP practice in Brazil), explaining how they were conducted and discussing the results, with a view to informing and improving future initiatives of this type. We also show how our findings have shaped the creation of the ‘best-practice’ toolkit designed to enable activities coordinators, carers and health professionals to optimize the benefits of using films to stimulate memories and reminiscence and promote an improved sense of wellbeing among older people and those living with dementia. (This toolkit is available to download from the Emerald website in English: https://books.emeraldinsight.com/page/detail/Selfies/?K=9781787437173). We recount in detail our practical experiences of setting up and running screenings in diverse environments, how we set about trying to ‘measure’ or at least gather some tangible evidence of the wellbeing benefits of these events, and provide numerous examples of the reminiscences that they generated, as well as the feedback on the projects that we received from both the people who participated and the people who care for them.