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To encourage more just open educational practices, the purpose of this paper is to describe Jose Medina’s theory of epistemic justice and develop a framework applying this conception of epistemic justice to OEP through learning design. The authors hope this framework will help researchers and practitioners develop more equitable learning experiences in open educational contexts.

This paper is conceptual and design-oriented. This paper seeks to draw relationships between José Medina’s work in The Epistemology of Resistance, recent empirical studies in learning design and OEP. By analyzing relationships between these works, this paper lays out design principles that can empower educators seeking to create equitable open learning experiences.

This paper finds several generative intersections between the social justice centered epistemology presented by Medina, empirical learning design studies and OEP. This study finds that structured learning designs which integrate well-researched principles may provide guidance for further practice and research in ways not generally discussed in open education literature. This paper builds on these findings by describing practical ways these intersections can be implemented in OEP.

To the best of the authors’ knowledge, this is the first theoretical analysis of the relationship between epistemic justice and OEP.

The purpose of this paper is to review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his philosophy of information (PI) tetralogy, particularly with respect to its implications for library and information studies (LIS).

Nine scholars with research interests in philosophy and LIS read and responded to the book, raising critical and heuristic questions in the spirit of scholarly dialogue. Floridi responded to these questions.

Floridi’s PI, including this latest publication, is of interest to LIS scholars, and much insight can be gained by exploring this connection. It seems also that LIS has the potential to contribute to PI’s further development in some respects.

Floridi’s PI work is technical philosophy for which many LIS scholars do not have the training or patience to engage with, yet doing so is rewarding. This suggests a role for translational work between philosophy and LIS.

The book symposium format, not yet seen in LIS, provides forum for sustained, multifaceted and generative dialogue around ideas.

This paper aims to explore what environmental justice (EJ) can offer to sport management research and highlights the urgency for sport management scholars interested in environmental and ecological issues to engage with EJ as an important research agenda.

This paper is primarily a position and conceptual paper. Drawing from multidisciplinary literature (e.g. critical human geography, environmental sociology, Indigenous studies and postcolonial studies), it provides an overview of the major conceptualizations of EJ and discusses important premises for sport management researchers to engage with EJ topics.

EJ offers opportunities for sport management researchers to form stronger analyses on existing racial, socio-economic, and gender-related inequities manifest in the sport industry. The incorporation of EJ can strengthen the emerging sport ecology research in sport management and offer opportunities for sport management researchers to form stronger analyses on existing racial, class and gender-related inequities manifest in the sport industry.

It provides a critical and original intervention to the sport management literature. EJ's emphasis on power and its position at the convergence of social movements, public policy, and scholarship hold important potential for sport management researchers to advance scholarship with “actions,” addressing environmental harms and seeking practical solutions for enhancing communities' well-being.

This paper aims to consider the realities and problematics of applying a grounded theory (GT) approach to research, as a novice, within a mixed methods study during post graduate research. Its intention is to provide the novice user with a framework of considerations and greater awareness of the issues that GT can expose during research activity.

Using empirical evidence and a comparative approach, the paper compares the efficacy of both the classic Glaserian and Straussian models. It observes the effects of a positivist academic environment upon the choice of approach and its application. This study was specific to design education; however, its reliance upon a social science epistemology results in findings beneficial to research novices across broader disciplines.

GT presents the novice researcher with several potential pitfalls. Most problematic were the immutable, positivist institutional requirements, researcher a priori knowledge, the reliance upon literature for the research proposal and structure of the proposal itself. These include suspension of the notion that the purist use of either model can be applied in the current academic environment, the need for a close relationship with the data and toleration of a non-linear process with unexpected results.

The practicalities of GT research are often reflected upon by the academy, but use by novice researchers is little considered. The findings from this study provide a novel set of guidelines for use by those embarking on GT research and particularly where the requirements of formal education may cause a conflict.

Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master’s program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education.

Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context.

Graduates of the Master’s in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

The purpose of this paper is to make a critical analysis of the views put forward by Claudio Gnoli (2018) in this paper concerning philosophical problems in library and information science (LIS).

The paper presents the basic ideas in Gnoli (2018) and discusses the set of basic assumptions, concepts and conclusions put forward.

It is argued that the idea of the theory of levels is basically sound, but we do not need to consider the material world, the mental world (minds) and the world of mentefacts as three different worlds. They represent different levels with different kinds of emergent properties in the world. Further, although the concepts of artifacts and mentefacts are useful, there are other terms within LIS, such as document, work and object that have been influential and should be discussed in this context. It is also argued that subjective vs objective knowledge is often confused with private vs public knowledge, which is problematic. Finally, it is claimed that the cognitive view and the “sociological view” are not about two different levels of reality but are competing views about the same reality.

The paper clarifies some aspects of the analytical framework of domain analysis and adds to the developments of the philosophical dimensions of information within LIS.

This article aims to (1) increase the knowledge of how coworkers experience voicing the organization on external social media and (2) deepen and nuance the knowledge of the sources of voice control involved in such communication processes. The study helps understand coworker voicing on social media as situated identity expressions through which coworkers negotiate and contest the organizational identity, thereby co-constituting a polyphonic organization.

The study draws upon a constitutive perspective on communication and a communication-centered perspective on identity and organizational identification to investigate the voicing of organizational members of the Swedish Police Force on social media. The article is based on a qualitative study where interviews with police officers and communication professionals at the Swedish Police Authority constitute the main empirical material. A content analysis of selected social media accounts provided important background information to the interviews and enriched the understanding of coworker voice.

This analysis shows that coworkers voice the organization differently. Furthermore, the study of how coworkers experience this voicing indicates that these variations in how coworkers voice the organization depend on how strongly they identify or disidentify with organizational identity and image expressions voiced by significant others. Based on the analysis, this study presents four voice positions highlighting coworkers' varying degrees of identification/disidentification when voicing their organization on social media and reflecting upon their experiences of voicing. Furthermore, the analysis also demonstrates four sources of voice control: (1) management, (2) colleagues, (3) significant non-members and (4) the status and position of the coworker's voice. These four sources of voice control influence coworkers' voices on social media.

This study also contributes with practical implications, for example that the traditional idea of monophonic organizations must be revised and also embrace a polyphonic, bottom-up approach to strengthening internal trust and organizational identity. This comes naturally with the price of less control and predictability by management but with the benefits of increased coworker engagement and pride.

This study contributes new knowledge and a nuanced understanding of coworker voice on social media and the sources of control that influence coworkers' voices.

The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB).

Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects.

Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed.

The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes.

The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The study took place at the end of a five-year initiative that saw iPads introduced to English Language classrooms in a UAE Federal Institution. The investigation was carried out from a constructivist epistemology perspective using observations and interviews, analysed through the lens of the SAMR Model (Puentedura, 2010). While curriculum constraints limited the impact in this initiative, the device has the potential to engage students in collaborative tasks and assist in classroom management. A potential two-dimensional SAMR model is proposed, as are opportunities for further research.

ﺗﮭ د ف د را ﺳﺔ اﻟ ﺣﺎﻟ ﺔ اﻟﻧ وﻋﯾ ﺔ اﻟ ﻣ ﺻ ﻐرة ھذه إﻟ ﻰ اﻟﺑ ﺣ ث ﻓ ﻲ ﺗ ﺻ ورا ت ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾ ﺔ ﺣول ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ وﺣﯾ ﺔ ﻓ ﻲ اﻟﻔ ﺻ ول اﻟد ر ا ﺳ ﯾ ﺔ ﺑ ﺻ و ر ة ﻣﺛﺎﻟﯾ ﺔ و و اﻗ ﻌﯾ ﺔ و ﺣ ﻘﯾﻘﯾ ﺔ. و ﻗد ﺑﻧﯾ ت ھ ذه اﻟد ر ا ﺳ ﺔ ﻋ ﻠ ﻰ ﻣﻧ ظ و ر ﻧ ظ ر ﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟ ﺑﻧﺎﺋﯾ ﺔ ﺑﺎ ﺳ ﺗ ﺧ دا م اﻟﻣ ﻼ ﺣ ظ ﺎ ت و اﻟﻣﻘﺎﺑ ﻼ ت ، وا ﻟﺗ ﻲ ﺗم ﺗ ﺣﻠﯾﻠ ﮭﺎ ﻣ ن ﺧﻼل ﻋد ﺳﺔ ﻧ ﻣوذ ج SAMR .(Puentedura, 2010) ( ﻓﺑﺎﻟ رﻏم ﻣ ن أ ن ﻗﯾ ود اﻟ ﻣﻧﺎ ھﺞ ﺣد ت ﻣ ن ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ و ﺣ ﯾ ﺔ إ ﻻ أ ن ﻟ دﯾ ﮭﺎ اﻟ ﻘد ر ة ﻋ ﻠ ﻰ إ ﺷ ر ا ك اﻟط ﻼ ب ﻓ ﻲ اﻟﻣﮭﺎم اﻟ ﺗ ﻌﺎ و ﻧﯾ ﺔ و اﻟﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ إ دا ر ة اﻟ ﻔ ﺻ و ل اﻟد ر ا ﺳ ﯾ ﺔ. ﺗﻘﺗ ر ح ھ ذه اﻟد ر ا ﺳ ﺔ ﻧ ﻣو ذ ج SAMR ذو أﺑ ﻌﺎد ﺛﻧﺎﺋﯾﺔ، ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻓ ر ص ﻹﺟرا ء ﻣزﯾد ﻣ ن اﻟﺑ ﺣو ث.

The purpose of this paper is to discuss the scenario planning approach developed and used by the European Tourism Futures Institute (ETFI).

This paper contains the following sections: mission and aims of the research group; epistemological and methodological positioning, conceptual framework and research lines for an applied scenario planning approach.

This paper highlights the research methodology of the scenario planning group of the European Tourism Research Institute. It provides insight in the research foundations of the scenario planning approach in a tourism context and ETFI's conceptual framework for scenario planning.

The paper provides an insight to how Europe's first tourism futures research centre developed and uses a conceptual framework for scenario planning thus demonstrating best practice success.