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The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy.

At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course.

Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course.

Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics.

The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes.

This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations.

While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

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 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 2019.

The paper provides a brief description of all 370 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.

Humanity faces many crises – climate change, food insecurity, persistent poverty – what Brown, Harris, and Russell (2010) call wicked problems. These problems implicate us all, with possible solutions transcending disciplinary, organizational, and national boundaries. Therefore educators need to nurture graduates able to engage as future practitioners – and citizens – in seeking solutions which recognize “the personal, the local and the strategic, as well as specialized contributions to knowledge” (Brown et al., 2010, p. 4).

A model of service-learning which draws on the principles of social pedagogy, cultural-based learning and co-production provides the foundations for a more reflexive pedagogy, supporting the “development of student attention, emotional balance, empathetic connection, compassion and altruistic behavior” (Zajonc, 2013, p. 83). This approach advocates that community organizations play a pivotal role in co-designing knowledge. Drawing on an applied research module at University of Wolverhampton this chapter will argue that by engaging community groups as co-producers of knowledge, learning can be extended beyond students to the wider community (Murphy & Joseph, 2019). Not only will this enhance the potential of service learning to benefit the community and the students, but it has the potential to produce graduates more sensitive to the needs of communities themselves.

This paper aims to provide the results of a survey of supply chain management (SCM) courses in higher education. This research is unique because it represents the first large-scale study of undergraduate SCM course syllabi taught at universities.

The unit of analysis is an SCM syllabus. Content analysis was performed on each syllabus to identify the actual course coverage including requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides the input for a gap analysis between offerings in higher education and those needs identified by practitioners.

Data gathering efforts yielded a sample of 109 undergraduate courses representing 79 schools across North America. The aggregate number of topics covered in undergraduate courses totaled 120. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the coverage of supply chain courses and the needs identified by previous academic research.

This study is the first large-scale content analysis of undergraduate SCM course syllabi. The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of SCM courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of SCM.

This paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally.

Content analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners.

Data gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014).

The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional mid-western university. The course promoted the tenets of the Social Change Model of Leadership (SCM) through theoretical and application-based projects. Participants completed the Socially Responsible Leadership Scale (SRLS) as a pre/post test. The findings suggest age does not mediate students’ capacities for socially responsible leadership, but gender does for the SCM domains of collaboration and citizenship.

The purpose of this chapter is to develop a deeper understanding of the CSR perspectives of MBA in the European context. The chapter will review literature from the USA and Europe focused on business school ethics and the CSR. The chapter will then present the findings generated from research into MBA students’ ethics and corporate social responsibility (CSR) from a European business school research site.

This was inductive research that used qualitative, semi-structured interviews, along with other qualitative techniques, to collect data. The research population was purposely selected from two cohorts of MBA students, one comprising P/T, the other F/T students.

The research confirmed that there are broad similarities between the USA and Europe, in terms of students’ experiences of business school scholarship and pedagogy. The research also confirmed, however, that these European-based students wanted a greater focus on CSR, for instance in terms of addressing the relationship between business and the environment, which students do not consider is adequately addressed in their programmes. Furthermore, and reflecting US experience, students reported at the completion of the MBA that they were conscious that they had become more focused on their individual ‘rational’ self-interest, with the goal of increasing their own material success. Not all of these students were content with this change, but they reported that it had been embedded within them, as a consequence of studying for an MBA.

US-based research and this example from the European context both point to the conclusion that there is dominant instrumental paradigm in HE business and management pedagogy. This paradigm needs to be challenged to restore society’s ethical and CSR expectations, and also to facilitate the moral education of more socially responsible MBA graduate managers. The research confirmed that students are very much in favour of CSR framed changes to the MBA programme.

This chapter contributes to a developing research stream into MBA programmes and CSR in a European context.

In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and specifically examine school physical education, particularly for Black male students in urban geographical contexts. We also offer strategies to counter the narrative of Black male school failure and present strategies for addressing the needs of urban teachers and Black male students.

Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum.

In total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood.

The HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people – a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were “engaging” and “relevant” for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education.

This paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach.

This paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers’ desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

The purpose of this paper is to explore Iranian EFL teachers’ and learners’ emotions in the realities of the classroom to investigate how their experience and navigation of emotions could provide the opportunity for socially just teaching.

A qualitative study was conducted to probe EFL teachers’ and learners’ emotional experiences. Data were gathered through interviews and observation. Using interpretive phenomenological analysis, the researchers analyzed the data through three stages of critical emotional praxis, including identification, reflection, and response.

Findings of the study revealed that emotions of caring, love, anger, and anxiety were the most dominant emotions among teachers and learners. Also, it was shown that the participants used emotion management, the cultivation of positive emotions, and bodily manipulation in order to change their course of actions and move toward two-way communication whereby they could see and hear each other.

The paper provided a new lens through which socially just teaching can be studies in EFL contexts. Also, the participants of the study consisted of both the teachers and the learners, because the researchers believed in a teacher’s identity as a pedagogy. In this respect, this study can also be considered as different from similar studies conducted on teachers’ emotional identities in the classroom.