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This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes.

This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes.

The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal.

Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work.

By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run.

With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society.

This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.

The purpose of this paper is to examine how Harry Messel, Harold Wyndham, L.C. Robson and Robert Menzies were instrumental in bringing about substantial change in science curriculum and infrastructure reform in NSW schools.

The paper relies on substantial archival research including materials never before examined or used by historians of education history. The paper is divided into sections, the first uses teacher surveys and identifies problems with science teaching in 1958, a key year in education history and each section after that looks at the contribution of Wyndham, Messel, Robson and Menzies in driving a new direction for science education.

The research found that Wyndham, Messel, Robson and Menzies each contributed a new dimension to the reform of science education in Australia. Their individual contributions were substantial, inter-related and interlocking but quite different. The paper argues that it is not adequate to look at science education reform purely as a means to introduce State Aid, rather science education reform was advocated as a means to ensure students had a scientific literacy going forward into a technologically driven future.

The research strikes a path through a vast primary source record to outline how individuals and science teachers more generally believed in science education reform as a mechanism to ensure students were better placed to enter a post-Sputnik world. As a result, known arguments around State Aid are only part of the story and not the main focus of the research. The aim is to supplement that knowledge by looking more at a broader picture for science reform for its own sake.

This paper takes an original approach to the history of curriculum change by providing a broader context for the State Aid debate, that is, by focussing on individual contributions to science education reform for its own sake and because science education was deemed necessary for student literacy in the future. At the same time it uses archival material never before accessed or used to tease out this history. The teachers’ surveys provide a unique insight into conditions for science teachers in the late 1950s. This material has not been accessed before and it provides a context upon which to superimpose the impact of the contributions of Wyndham, Messel, Robson and Menzies.

The purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education.

The study employed a survey method using questionnaires. The samples consist of 80 teacher trainees, majoring in Science Education, from a teachers training institute in Malaysia. The teacher trainees were asked to complete a set of questionnaires on the relevance of their content knowledge of science to Science Education, application of student's home culture in classroom science and in infusing moral education in classroom lessons. The data obtained from the questionnaires were analyzed using descriptive statistical and inferential statistical (independent samples t‐test).

The results showed that the female trainees' practice of science and the relevance of science education is significantly higher than that of their male counterparts. Besides that, the findings indicate that there is no significant difference between the male and female trainees on their practices of students' home culture applied in classroom science and applying moral education in teaching science. The findings also indicated there is a need to bring in students' home culture into the teaching and learning of science.

Findings of this paper suggest one approach that could be adopted to make science education more relevant to the students understanding is by incorporating teaching strategies that are designed to promote content learning through a cultural relevant curriculum. This will make schools a better place to inculcate environmental concerns for a sustainable future.

This paper highlights the need to educate trainee teachers (male and female) and bring them closer to gain cooperation and commitment to achieve sustainability. The paper also proposes the need to bring in students' home culture, priorities and concern into the teaching and learning of science.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

This paper aims to present recently published resources on library instruction and information literacy 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, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

This progress report attempts to chart the main trends in professional education during the 1970s and to identify the major problems facing curriculum planners for the rest of this decade—and beyond. Although the work is based on United Kingdom educational practice, developments in other countries are noted whenever it is felt that a helpful comparison may be made. The citations do not represent a bibliography of professional education: such a compilation has already been accomplished in the researches of Burrell, and to a lesser extent in Clough. Writings on professional education in librarianship and information science tend to date rather quickly; especially if they deal with information technology or technical services. Theoretical problems remain more durable and usually reappear in different guises. Both information science and librarianship are bracketed together whenever they interrelate or overlap, or whenever logic and common sense dictate. In no way is it implied that they are both one and the same thing; the terms denote different areas of professional application and activity.

Science and technology are an integral part of modern life, and as such, it is argued that educational activities and the mass media should contribute to increasing public interest and knowledge about the subjects. Some key issues and recent trends in the development of science and technology are discussed, with particular reference to interdisciplinary education in both primary and secondary schools.

Governments worldwide have been trying to direct more students towards STEM specialty areas, but the number of students majoring in STEM and seeking a STEM career path is not proportional to their efforts. Additionally, the COVID-19 pandemic has brought to the surface the unrealistic expectations and false assumptions held by the general public about STEM fields. These have mainly been shaped by the “T” in the acronym, substituting technology for science. This brief urges for a policy shift in STEM and science education to reveal the true nature of science, emphasizing that science is not about providing definite answers nor granting miraculous solutions but about creating and disseminating knowledge based on the most accurate outcome informed by empirical evidence. Such a policy change will have a dual effect. First, it will ensure students authentically appreciate the nature of science, serve as agents of scientific thinking and reasoning within their communities, and become more oriented towards STEM majors. Secondly, this policy shift will prompt more realistic expectations and valid assumptions about science for the general public, which will help reduce public confusion and uncertainty, specifically at times of pandemics or emergencies.