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Bibliographic framework initiative (BIBFRAME) is a data model created by the Library of Congress to with the long-term goal of replacing Machine Readable Cataloging (MARC). The purpose of this paper is to inform catalogers and other library professionals why MARC is lacking in the needs of current users, and how BIBFRAME works better to meet these needs. It will also explain linked data and the principles of Resource Description Framework, so catalogers will have a better understanding of BIBFRAME’s basic goals.

The review of recent literature in print and online, as well as using the BIBFRAME editor to create a BIBFRAME record, was the basis for this paper.

The paper concludes the user experience with the library catalog has changed and requires more in-depth search capabilities using linked data and that BIBFRAME is a first step in meeting the user needs of the future.

The paper gives the reader an entry point into the complicated future catalogers and other professionals may feel trepidation about. With a systematic walkthrough of the creation of a BIBFRAME record, the reader should feel more informed where the future of cataloging is going.

This paper aims to examine the social phenomenon known as tagging and its use in libraries' online catalogs, discussing folksonomies, social bookmarking, and tagging web sites. The paper also seeks to weigh the advantages and disadvantages of a controlled vocabulary such as the Library of Congress Subject Headings, and how tagging can assist the LCSH in information retrieval. LibraryThing and the University of Pennsylvania's PennTags are examined.

Review of recent literature in print and online, as well as browsing Library OPACs using tagging, was the basis for the paper.

The paper concludes that access to information is the main purpose of cataloging, and use of both traditional methods of cataloging as well as interactive methods such as tagging is a valid method for reaching library users of the future.

The paper lists many problems and concerns of which to be aware, if a library should choose to adopt tagging for their catalog. It looks at the options of using outside web sites to provide the tags as well as creating tagging systems on the library's web site itself. The focus of the paper is how libraries can use tagging, as opposed to the phenomenon of tagging itself, as well as a discussion of how tagging compares with controlled vocabularies.

Talk of “macrofoundations” helps foreground the constitutive and contextualizing powers of institutions – dynamics that are inadvertently obscured by the imagery of microfoundations. Highlighting these aspects of institutions in turn opens intriguing lines of inquiry into institutional reproduction and change, lived experience of institutions, and tectonic shifts in institutional configurations. However, there is a twist: taking these themes seriously ultimately challenges any naïve division of micro and macro, and undermines the claim of either to a genuinely foundational role in social analysis. The authors propose an alternative “optometric” imagery – positioning the micro and the macro as arrays of associated lenses, which bring certain things into focus at the cost of others. The authors argue that this imagery should not only encourage analytic reflexivity (“a more optometric institutionalism”) but also draw attention to the use of such lenses in everyday life, as an underexplored but critical phenomenon for institutional theory and research (“an institutionalist optometry”).

This three-wave longitudinal study explored the relation between discrimination-related stress and behavioral engagement among urban African-American and Latino adolescents, and the moderating effect of school-based social support.

A sample of 270 African-American and Hispanic/Latino adolescents attending urban public high schools completed three annual surveys starting with 10th grade.

Growth curve analysis revealed that discrimination-related stress was associated with decreased behavioral engagement over time.

School-based social support moderated this effect in that discrimination-related stress had less of an impact on behavioral engagement as level of school-based social support increased.

School-based supportive relationships serve as a protective factor for urban African-American and Latino youth, helping them remain engaged in school as they deal with the negative effects of discrimination-related stress.

The findings reveal that the development of positive, supportive relationships in school seems to be a malleable variable that interventionists and educational advocates can focus on in an effort to bolster academic achievement among academically stigmatized youth.

Volumes 70 and 71 of Research in the Sociology of Organizations combine to comprise cutting edge theory and empirical scholarship at the interface of practice and institution in organization studies. As we highlight, this interface has spurred particularly generative conversations with many open questions, and much to explore. We provide a review of scholarly developments in practice theory and organizational institutionalism that have given rise to this interest in building a bridge between scholarly communities. As signaled by recent efforts to construct a practice-driven institutionalism, we highlight how connecting practice theory with the institutional logics perspective provides a particularly attractive focal point for scholarship at this interface due to a variety of shared ontological and epistemological commitments, including the constitution of actors and their behavior. Collectively, the papers assembled unlock exciting opportunities to connect distinct, but related scholarly communities on practice and institution, seeding scholarship that can advance our understanding of organizational and societal dynamics.

Volumes 70 and 71 of Research in the Sociology of Organizations combine to comprise cutting edge theory and empirical scholarship at the interface of practice and institution in organization studies. As we highlight, this interface has spurred particularly generative conversations with many open questions, and much to explore. We provide a review of scholarly developments in practice theory and organizational institutionalism that have given rise to this interest in building a bridge between scholarly communities. As signaled by recent efforts to construct a practice-driven institutionalism, we highlight how connecting practice theory with the institutional logics perspective provides a particularly attractive focal point for scholarship at this interface due to a variety of shared ontological and epistemological commitments, including the constitution of actors and their behavior. Collectively, the papers assembled unlock exciting opportunities to connect distinct, but related scholarly communities on practice and institution, seeding scholarship that can advance our understanding of organizational and societal dynamics.

With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse groups is of much concern to educators. High school student-athletes are frequently thrust into the spotlight on topics related to race and racial identity, due to their hypervisibility and role as representatives of their schools. This chapter uses current events involving Black girl, high school, student-athletes to demonstrate how racialized and gendered experiences may shape how they understand themselves as well as their school and non-school environments. Further, this chapter includes a study that highlights the narratives of two Black female college athletes who, when prompted to discuss racialized and gendered experiences, shared stories that highlighted their primary and secondary educational experiences. These narratives identify school diversity and fitting in, and the coach as influencer as salient themes from the study. This illuminates the influence of early racialized encounters and the salience of those occurrences in shaping the way Black girls think about their own racial and gender identity development. In closing, this chapter calls on educators to prepare themselves to facilitate conversations about race through the use of equity audits, effective programming for Black girls, and a call for education advocates for Black girls in preK-12 environments.

The concept of institution has been used by scholars from across a number of disciplines to explain a wide variety of phenomena. However, the philosophical roots of this concept have not been well examined, nor have implications for contemporary institutional analysis been fully appreciated. Returning to the works of Husserl and Merleau-Ponty reveals a depth of thinking that has otherwise been overlooked by institutional theorists. In particular, the author’s analysis reveals two critical insights. First, whereas organizational scholars have closely linked the concepts of institution and taken-for-grantedness, these two concepts were originally understood to be phenomenologically distinct. Second, a detailed examination of Merleau-Ponty’s later work poses the concept of flesh – the twining of the visible and the invisible – as the basis for the interplay of institutions. In turn, the idea of flesh as the foundation of institution invites a more radical reimagining of the growing bifurcation between microfoundations and macrofoundations.