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This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

Purpose: This paper presents an exploratory analysis of minority stress and resiliency processes among parents in LGBTQ families. The paper examines two unique minority stress processes – (1) parents experiencing sexual and/or gender minority stress due to the stigmatization of their own identities as individuals and (2) parents sharing the gender minority stress faced by their transgender and gender expansive (TGE) child, and in the context of their parent–child relationship.

Methodology: Between 2017 and 2018 in-depth, in-person qualitative interviews on the topics of gender, stress, and resilience were conducted with 12 parents in LGBTQ families. Audio recordings were transcribed and then open coded using ATLAS.ti qualitative data analysis software. Analyses of data were informed by critical intersectional theories that locate gender and sexuality within structures of social and racial oppression.

Findings: Interview data indicate that minority stress is experienced by parents experiencing sexual and/or gender minority stress due to the stigmatization of their own identities, as well as among parents sharing the gender minority stress faced by their TGE child in the context of their parent–child relationship. Parents described community resilience and minority coping through interpersonal, community, and institutional support. This paper provides evidence that sexual and gender minority stressors are enhanced and resiliency factors are reduced among those experiencing racism and economic disadvantage.

Research limitations: This is an exploratory study conducted with a small sample of parents in a specific geographic area.

Originality/Value: These data provide initial evidence to support further analyses of the dyadic minority stressors within parent–child relationships in LGBTQ families

The critical input of middle managers as they make sense of the organisation's plans is paramount during the process of strategic change. Through the lens of middle manager sensemaking literature, this explorative research identifies key organisational practices that underpin sensemaking. An understanding of these practices will allow organisations better develop and support them, thereby enabling middle managers' contribution to strategic change.

This study employed an innovative diary methodology. 42 middle managers, across three organisations, completed a weekly, online diary for 12 weeks. A qualitative analysis of the final 355 diaries isolated and explained the sensemaking practices in which middle managers engaged as they sought to achieve the shared understanding required to progress strategic change.

This study identifies the key practice underpinning middle manager sensemaking as formal and frequent discourse opportunities between leaders and middle managers. Through leader participation beyond the initiation stages of strategic change, and the organisation's positive positioning of time and metrics, these discourse opportunities enable a form of sensemaking associated with a number of positive organisational outcomes. These include middle manager sensegiving across the organisation, the successful enactment of strategic change, positive perceptions of change outcomes and organisational climate among middle managers and middle manager well-being.

This study advances our theoretical understanding of the practice of sensemaking in organisations through the isolation and identification of its key practices. However, given the difficulty in obtaining access for such a lengthy and intrusive methodology, the study is confined to three organisations. Additionally, the focus on the practice of sensemaking did not fully explore any contextual factors within these organisations. Also, middle manager perceptions of successful organisational outcomes are not very reliable performance indicators. While the self-reporting of perceptions is a worthwhile means of gathering data, a measure and comparison of actual business performance indicators would significantly strengthen the findings.

From a practitioner perspective, this study not only underlines the importance for organisations of developing critical sensemaking practices for middle managers but also provides a clear pathway to achieving this. In approaching the intangible process of sensemaking from a practice perspective, it provides key stakeholders such as leaders, change agents and the HR department with a guide as to the types and forms of discourse practices which can be enabled. Maybe more importantly, it also highlights the practices which disable middle manager sensemaking. The study also provides organisations with insights into the positive outcomes stemming from middle manager sensemaking that should strengthen their case towards the development of sensemaking practices.

This paper responds to the call for new approaches to the study of sensemaking as an ongoing practice within organisations. The qualitative diary analysis provides rich insights into the specific organisational practices that can enable middle manager sensemaking, while also highlighting those practices that can disable their role during strategic change. These findings provide organisations with clear approaches for developing sensemaking as a practice, thereby engaging and supporting the multiple actors and levels required to deliver successful strategic change.

The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.