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Social innovation education aims to equip students with the skills and mindsets to pursue sustainable and just solutions to complex challenges, yet many programs fail to address the power dynamics underlying unjust social structures. This paper aims to examine a social innovation course that integrates equity, diversity and inclusion principles through critical service-learning.

Researchers conducted semi-structured interviews of 25 students and 5 key informants in a qualitative, single case design to understand multiple perspectives on significant factors in transformative learning. Document review and auto-ethnographic insights provide additional case background.

Students identified the service experience as unique and high impact. Significant factors included the atypical service structure, the EDI framework, and the partner organization as an exemplar in the field. Students displayed a spectrum of learning, from recall and comprehension to critical evaluation, new worldviews, and behavior change.

The findings of this qualitative study pertain to one partnership but are generalizable to theories. These findings are plausibly transferable to other experiential social innovation courses embedded in elite, private, predominately white research universities.

This empirical case examines a unique pedagogical and curricular innovation. By seeking to understand factors and outcomes of experiential learning, this study contributes to the literature on social innovation education and critical service-learning. The analysis produced novel insights for faculty and institutions aiming to integrate equity, diversity, and inclusion goals into social innovation programs.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either 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 IL.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes 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.

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

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

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.

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

Librarians have been urged to emphasize social justice and human rights issues in their library mission, but they may find themselves challenged to provide additional services, such as access to legal information for those who cannot afford an attorney. Social justice services in libraries are seldom adequately funded and providing services in this area is labor intensive. In addition, there is an emotional intensity in library services for social justice that is often not considered in the initial enthusiasm of providing services in this area. Yet there seems to be no limit to the need. An interesting and useful perspective on how a public agency such as a library responds in circumstances of limited resources and unlimited demand can be found in the book Street-Level Bureaucracy: Dilemmas of the Individual in Public Service, by Michael Lipsky. In this perspective, lower level civil servants who interact directly with members of the general public exercise a level of discretion in the amount of services provided and how those services are administered. This chapter explores how this can generate tensions between more traditional library bureaucracy and social justice services, such as providing public access to justice resources in law libraries. However, the “street-level” response is evolving into a sustainability perspective as librarians embrace a more social justice–oriented outlook in library service planning.

This chapter reviews the overall structure of the US financial aid system and the way in which students from underrepresented groups deal with the cost of participating in higher education. Case studies of students from underrepresented groups are used to illustrate the type of problems experienced, including financial loan guilt, economic divisions amongst undergraduates and balancing employment with full-time undergraduate study. It is noted that financial aid only factors in tuition and housing costs, but does not take account of the need to participate in the ‘student experience’. Restricted finances mean that some students are unable to take part fully in social activities or purchase books, all of which are thought to be part of the typical undergraduate experience. Thus, despite efforts to widen participation, the concept of ‘college for all’ can be considered an illusion (Glass & Nygreen, 2011) because universities fail to acknowledge the class and racial hierarchies that shape the culture, an aspect that financial aid alone cannot remove.

In this chapter, the author critically examines the relationship between sociology and the identities/experiences of disability and ‘mental illness’ (referred to throughout as distress). The author argues that despite sociology having an ethos of social justice and frequently producing critical accounts of inequalities – such as anti-racism and gender equality – it nonetheless uncritically reiterates the marginalisation of disability and distress. As such, sociology not only reflects the increasing ‘medicalisation of everyday life’ and shores up the essentialist discourses of genetics and neuroscience, but also consigns research and knowledge production about disability and distress to the medical sciences. The author challenges these sociological conventions and highlights the ways in which both disability and distress are socially structured, embodied experiences. The author argues that a sociological account of distress and disability are important not only in and of themselves, but also because they highlight the ways and means to challenge essentialism, inequality and the ever-narrowing definition of what is considered a normal or acceptable part of human experience. Furthermore, vibrant streams of user-led research, activism and practice-interventions – resulting in widespread social, legal and identity transformations – have emerged from the experiences of disability and distress. These user-led perspectives highlight the importance and potential of knowledge produced from the margins, not only for those experiencing disability and/or distress but also for the ways in which we perceive, theorise and research the social world more broadly.

Introduced into the literature a decade ago, grit originally defined as perseverance and passion for long-term goals has stimulated considerable research on positive effects primarily in the academic and military contexts, as well as attracted widespread media attention. Despite recent criticism regarding grit’s construct and criterion-related validity, research on grit has begun to spill over into the work context as well. In this chapter, the authors provide an overview of the initial theoretical foundations of grit as a motivational driver, and present newer conceptualizations on the mechanisms of grit’s positive effects rooted in goal-setting theory. Furthermore, the authors also draw attention to existing shortcomings of the current definition and measurement of grit, and their implications for its scientific and practical application. After establishing a theoretical understanding, the authors discuss the potential utility of grit for human resource management, related to staffing and recruitment, development and training, and performance management systems as well as performance evaluations. The authors conclude this chapter with a discussion of necessary and potential future research, and consider the practical implications of grit in its current state.