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Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.

Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.

Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.

Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.

Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.

Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

The purpose of this paper is to put forward an argument for the importance of social and situational dynamics present when groups of organizational members view images. This both enriches psychoanalytic theories of the visual previously brought to bear on this topic and adds a valuable psychoanalytical perspective to visual organization studies.

The paper extends Burkard Sievers’ concept of the “social photo matrix” (SPM) through an interdisciplinary review of literature in psychoanalysis, audiencing, media studies and social theory.

A socially nuanced variant of the SPM is put forward as a way to explore organizational members’ experiences of work and employment, as part of a nascent “visual methodological approach” to studying organization(s).

The ideas within this conceptual paper would benefit from empirical investigation. This would be a fruitful and interesting possibility for future research.

The paper concludes with a discussion of the contemporary utility of the SPM as a psychoanalytically‐motivated method through which to understand visually‐mediated effects of organizational action, as collectively experienced by their members and stakeholders.

The paper makes a particular contribution to the poorly‐researched area of the collective reception of organizational images and opens up possibilities to work with the hidden anxieties and defences that arise in the course of organizational action.

Feminism has provided a sustained challenge to the widespread occurrence of violence against women (VAW). Yet despite the tremendous efforts of feminist activists and academics, it continues to be one of the most tolerated crimes in the world. This paper offers an account of the author’s experiences teaching about VAW in higher education (HE) and an overview of how specific approaches to teaching this subject can provide an empowering space for students who have experienced such violence. The paper aims to discuss these issues.

Drawing upon the works of feminists committed to ending VAW, transformative education as envisioned by Paulo Freire and Foucault’s work on knowledge and power, the author proposes a feminist informed teaching practice that facilitates empowerment through: giving voice to women who have experienced violence; exploring and promoting the transformative potential of education and; challenging traditional and dominant forms of knowing.

A recognition of the social, historical and political context in which violence occurs, and how traditional knowledge about it is accepted, is vital in empowering women who have experienced violence to challenge dominant discourses that do not fit with their own perceived reality.

Whilst there is currently a growing interest in the barriers to HE participation, the author seeks to explore the ways in which some of the barriers can be addressed that students may face whilst on HE courses, particularly in relation to self-awareness, empowerment and healing.

This paper analyses the nature of, and relationship between, a quality service initiative and the concept of strategic human resource development. Hilton International is the case study used for this analysis. The principal finding is that the quality initiative is acting as a catalyst for a strategic approach to human resource development to emerge in the case organisation. However although many of the factors identified with the concept of strategic human resource development are evidenced, it is proposed that the standards set by academics in the field of human resource development may be too aspirational for the hotel sector.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

In recent times the relationship between social stratification and internet use has become more complex. In order to understand the new configuration of the digital divide, this paper examines the relationship between socioeconomic background and digital engagement among youths.

This study explores digital inequalities among Italian teenagers from a holistic perspective. It draws on primary data obtained with a triangulation of methods: a survey on a representative sample of 2,025 high school students and 56 semi-structured interviews with teenagers from different social classes.

The statistical models indicate that cultural capital and parents’ occupational status do not associate with broader social media use but are positively related with online information-seeking. The interpretative analysis suggests that teenagers from the upper-middle class make sense of the internet “vertically,” in affiliation with parental socialization, and are more concerned with capital enhancing activities. Instead, teenagers from less advantageous social contexts appropriate the internet “horizontally,” jointly with peers, and are mostly interested in social-networking and UGC production.

School track, along with parents’ socioeconomic status and cultural capital, influences teenagers’ internet use. Further studies could explore whether school tracking contributes to digital inequalities.

The study extends Annette Lareau’s theory of parenting styles and social reproduction, but also obtains innovative results related to digital inequalities among youth. Contrary to expectations, teenagers from less advantageous social backgrounds enrolled in vocational schools have better chances to actively participate in social media than teens from the upper-middle class in academic-oriented high schools.

The purpose of this paper is to explore the views of journalists, food regulators and the food industry representatives on the impact of social media on communication about food risk. The authors identify how journalists/media actors use social media in identifying and creating news stories arguing that food regulators need to maintain a social media presence to ensure that accurate information about food safety is disseminated via social media.

Data were collected through 105 semi-structured interviews.

While food regulators and representatives of the food industry identify advantages of social media including two-way communication and speed of transmission of information, they maintain concerns about information provided via social media fearing the potential for loss of control of the information and sensationalism. There is evidence, however, that media actors use social media to identify food stories, to find sources, gauge public opinion and to provide a human interest angle.

While there are commonalities between the three groups, concerns with social media reflect professional roles. Food regulators need to be aware of how media actors use social media and maintain a social media presence. Further, they need to monitor other sources to maintain consumer trust.

This paper adds to public debate through comparing the perspectives of the three groups of respondents each that have their own agendas which impact how they interact with and use social media.

The purpose of this paper is to compare the perspectives of actors who contribute to trust in the food system in four high income countries which have diverse food incident histories: Australia, New Zealand (NZ), the United Kingdom (UK) and the Island of Ireland (IOI), focussing on their communication with the public, and their approach to food system interrelationships.

Data were collected in two separate studies: the first in Australia, NZ and the UK (Study 1); and the second on the IOI (Study 2). In-depth interviews were conducted with media, food industry and food regulatory actors across the four regions (n=105, Study 1; n=50, Study 2). Analysis focussed on identifying similarities and differences in the perspectives of actors from the four regions regarding the key themes of communication with the public, and relationships between media, industry and regulators.

While there were many similarities in the way food system actors from the four regions discussed (re)building trust in the context of a food incident, their perceptions differed in a number of critical ways regarding food system actor use of social media, and the attitudes and approaches towards relationships between food system actors.

This paper outlines opportunities for the regions studied to learn from each other when looking for practical strategies to maximise consumer trust in the food system, particularly relating to the use of social media and attitudes towards role definition in industry–regulator relationships.

It has been suggested that organisations with a better balance, or critical mass, of women would be more tolerant of difference and foster the inclusion of other women. This paper seeks to investigate whether a strategy of critical mass can really work in the engineering sector.

The data are based on research funded by the ESRC, and problematise critical mass theory through semi‐structured qualitative interviews and focus groups with female students from a range of engineering disciplines.

The findings demonstrate that women engineering students accept gender discrimination, view the industry positively, value their “novelty” status, and are critical of other women.

While these attitudes may be a result of women's assimilation into the existing engineering culture, they do little to further women's cause in engineering. Furthermore, it points to both the necessity, and difficulties, of transforming the engineering culture to ensure that the engineering professions are a place where women can not only survive but also thrive.

While previous research has addressed the critical mass of women in science, engineering and technology, this research critiques critical mass theory, not only because women continue to remain isolated within the sector, despite increasing numbers, but also because many women engineers reinforce the masculine culture within engineering.