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Many librarians are asked questions about copyright and intellectual property. They may be expected to advise on copyright or provide copyright education as part of their duties. Others may be “voluntold” to take on copyright, which may come as an unexpected addition to their workload. This case study provides suggestions for librarians to increase their copyright knowledge and create copyright education programs.

This case study showcases two copyright education programs created by a librarian in a college and another in a university. The librarians collaborated to learn more about the state of copyright education within academic libraries and explore their commonalities and differences. This case study introduces two copyright education programs and summarizes the state of copyright education within library and information science (LIS) and academic libraries.

The following themes within the two copyright education programs were identified through a case study: the complexity of copyright, the engagement (or lack thereof) across a college or university, the necessity of including copyright in information literacy instruction and the calls for professional development with copyright.

This case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings.

Many individuals who are in disciplines or occupations that regularly work with copyright may generate ideas for creating and providing continuing education within their organizations.

Library or education professionals can use the case study’s conclusions to inform and support their ongoing work with teaching and learning about copyright and intellectual property. By doing so, they can better support their students, faculty and institutions.

The thesis that rankings do more than just make visible an organization’s position viz-á-viz a competitor, but stimulate new competitive rivalries, has provoked much interest. Yet, to date, scholars lack an understanding of how such competitive rivalries unfold at the level of organizational strategy. Put simply, if competition is played out in rankings, how does this change the way organizations strategize? We answer this question through an ethnographic study of how information technology organizations engage with rankings. The strategic responses we observed included “leapfrogging a rival,” “de-positioning a competitor,” “owning a market,” and “encouraging a breakout,” which together are theorized as “ranking strategy.” This novel conceptualization extends understanding of the organizational response to rankings by showing how common reactions like gaming are only the tip of the iceberg of a broader array of strategic responses. The study also throws light on the different ways a ranking can pattern competitive rivalries, including creating more episodic forms of rivalry.

This study aims to explore how teachers in a large, diverse district could use a complex adolescent literacy curriculum, and it coincided with the start of the coronavirus 2019 pandemic, also a time of great upheaval for this nation. The authors and district partners collaboratively designed document sets that could help students explore socially complex historical topics with discipline-specific reading and writing support. These challenges led to fully virtual PD and redesigned cognitive tools and lesson materials that could be used in a fully distanced learning environment.

PD and data collection were ongoing and iterative, as the authors' goals were to understand variability in teachers' understanding and how the social unrest in the nation and the need for distance learning would influence their application of our curriculum. Data sources included teacher artifacts, interviews and implementation surveys and anonymized student work samples. The third author wrote memos during webinars and district meetings. The authors employed a grounded theory approach to analyze teachers’ evolving understandings of how to teach students to make judgments, their lesson differentiation and their attention to social justice issues.

Teachers who attended the authors' online PD increased their knowledge of the authors' cognitive apprenticeship (CA) approach to instruction, demonstrating more sophisticated understandings of important historical thinking skills and the need to provide students with explicit instruction and appropriate cognitive scaffolds. By the end of the year, teachers also showed ease in using new technological platforms and a more flexible use of disciplinary thinking scaffolds in ways the authors hoped. Finally, teachers in the authors' sample (and their students) frequently made connections between topics and sources in the authors' curriculum and ongoing societal problems (such as systemic racism) in this nation.

The authors' original sample of teachers was over 70; however, this number eventually fell to nine teachers (about 12.5% of the eligible participants) due to many ongoing challenges (e.g. teaching while parenting) during this time period. The authors note that teachers who remained engaged with the authors had over 10 years of experience and all but one had at some point been in a leadership position such as a team lead or department head. It is possible that experience teachers found on the authors' curriculum intervention to be too challenging to implement during the pandemic.

Online PD can be successful when sessions focus on content that teachers will use with students. We provided video models showing teachers how to teach historical reading and writing using the authors' tools and supports authors' platform. Although brief, the authors gave teachers opportunities for collaborative practice during webinars, and time to share challenges related to virtual teaching. In return, teachers shared what was working for them and allowed the authors to use anonymized student materials as the basis for subsequent materials for teaching students to make historical judgments.

All students, including those with learning or attentional disabilities/difficulties, emergent bilingual students, underrepresented students or marginalized students, must learn to grapple with complex historical and political information. Doing so will support their ability to make sense of conflicting and/or politicized information that pervades the media today and to judge for themselves what counts as evidence and truth.

Although there are a small number of teachers, this study shows that a strong research partnership between a university and district office can support the successful implementation of a complex historical literacy curriculum that allows students to explore social justice issues while learning important disciplinary literacy skills. Future work will share student learning outcomes.

The purpose of this paper is to explore the application of event design principles in the creation and execution of effective experiential sponsorship activations (ESAs) by B2B brands and examine the challenges posed by the sponsorship context to sponsors seeking to create ESAs, with proposed potential solutions.

A case study of Cisco’s ESA activities as part of its London 2012 Olympic and Paralympic Games sponsorship activation is developed, drawing on interviews with key Cisco employees and secondary sources of data, both internal and external to Cisco.

Blending the event design principles typically associated with B2B events with those more commonly found in corporate hospitality or B2C events enables sponsors to address the cognitive needs of attendees as business representatives, while also satisfying their needs as individuals seeking more sensorial experiences. Effective use of event design principles, creative marketing and promotion, and collaboration with other sponsors allow brands to overcome constraints placed on them by the unpredictable nature of sponsorship, sponsorship rights agreements and the increased clutter in the sponsorship environment.

Existing knowledge on sponsorship activation is extended, drawing on principles of event design to offer a sponsor-focused perspective on the creation and execution of effective ESAs for B2B brands. Existing thinking around B2B event design is challenged and augmented when considering its application to ESA design.

Inter-sponsor collaboration and the blending of cognitive and sensorial elements of event design are important for sponsors seeking to create and deliver effective ESAs.

The paper draws on the event design literature to appraise the execution of ESA by B2B brands within the context of event sponsorship.

The purpose of this paper is to explore a new leadership style – “soft leadership” – which is needed in a interconnected, global, and technocratic world.

This paper is a combination of research into a new leadership style with a question and answer session during an International Leadership Association (ILA) webinar.

The paper discovers how the soft leaders adopt tools such as influence, persuasion, negotiation, appreciation, motivation, and collaboration for the collective good. It explains how soft leadership is different from other leadership styles. It describes the significance of soft leadership and differentiates between soft and hard leadership through examples. It substantiates with Dave Ulrich's Leadership Code. It provides the questions posed by participants during the webinar organized by International Leadership Association (ILA) with answers. It calls upon readers to consider how leadership insights acquired from this manuscript may be applied individually and organizationally to make a difference in the lives of others.

The 11 C's that collectively constitute soft leadership is a unique concept. Globally renowned management guru, Dave Ulrich mapped 11 C's into a leadership code on the author's request which added value to this new concept. Participation of international leadership experts and their questions during the ILA webinar with the author's spontaneous answers further enriched this concept.

The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative aritficial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)’s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for Atlanta Journal-Constitution about the rise of ChatGPT and similar generative AI platforms, moving beyond the general public’s concerns about student cheating and robot takeovers. NCRLL then convened a webinar of eight leading scholars in writing and literacies development, inspired by that listerv conversation and an organizational interest in promoting intergenerational collaboration among literacy scholars.

As former doctoral students of two of the panel participants, webinar facilitators Grace and Victoria positioned themselves primarily as learners about this topic and gathered questions from colleagues, P-16 practitioners and those outside the field of education to assess the concerns and wonderings that ChatGPT and generative AI have raised. The following webinar conversation was recorded on two different days due to scheduling conflicts. It has been merged and edited into one dialogue for coherence and convergence.

Panel participants raise a host of questions and issues that go beyond topics of ethics, morality and basic writing instruction. Furthermore, in dialogue with one another, they describe possibilities for meaningful pedagogy and critical literacy to ensure that generative AI is used for a socially just future for students. While the discussion addressed matters of pedagogy, definitions of literacy and the purpose of (literacy) education, other themes included a critique of capitalism; an interrogation of the systems of power and oppression involved in using generative AI; and the philosophical, ontological, ethical and practical life questions about being human.

This paper provides a glimpse into one of the first panel conversations about ChatGPT and generative AI in the field of literacy. Not only are the panel members respected scholars in the field, they are also former doctoral students and advisors of one another, thus positioning all involved as both learners and teachers of this new technology.

In an online executive education setting, online discussions are seen as a frequently used pedagogical tool that promotes higher level of learning and critical thinking. A teacher's role is seen more as a moderator or facilitator of learning than as a lecturer or preacher. This shift of roles enhances the online students’ opportunities to critically think and reflect; and encourages co-creation of knowledge by way of peer discussions. It is imperative that students apply their critical thinking as well as soft skills to effectively participate and contribute towards making the discussion forum as self-regulated. However, in reality it needs explicit planning and effort on the part of the teacher to motivate them towards this positional shift. This chapter presents the motivation and techniques for improving student engagement by way of assigning them the role of moderator in a predominantly asynchronous online course for management graduates. A qualitative analysis of the observations made based on the application of three techniques of student moderation on student cohorts is shared and implications are discussed.

This chapter highlights the collaborative efforts of committed partners engaged in four distinct yet inter-related programs designed to build leadership capacity across schools serving rural Alaska. The Rural Alaska Principal Preparation and Support (RAPPS) program has built a comprehensive system of leadership development programs that develop aspiring leaders, induct and coach new principals, promote the professional learning of practicing principals, and support the school improvement efforts of the state education department. Each program is described in detail with special attention devoted to the unique elements of the program designs, including summer institutes; cohort models; distance learning offerings; targeted coaching; blended learning models using webinars; critical friends’ conversations; and a festival of ideas. Lessons learned are highlighted, and impact and evaluation results are also detailed.

This paper aims to convey the experiences of an academic librarian in providing services to students with autism spectrum disorder (ASD) so that it may aide other librarians who also work with these students.

This paper does this by detailing a support program, the Bridges to Adelphi Program, for students on the spectrum and illustrates the nature of the disorder, strategies that have been used in working with these students and reflections on and implications of these strategies.

This paper provides information on practical strategies used and in detail descriptions of this work and conveys findings on which strategies are used and why and which strategies succeeded and which did not.

One limitation of this paper is that other universities may not have a well-organized and well-developed support program such as the Bridges to Adelphi Program. However, it does provide advice on working with students on the spectrum even in the absence of such a program. Future avenues for research include the collection and evaluation of data on learning outcomes that these techniques have on students with ASD.

The specific librarian interventions detailed in this paper will provide advice and models that other librarians can use.

This paper is distinguished from other scholarship in that it is addressed to the librarian and not teaching faculty, and in the small amount of literature that is addressed to the librarian, this paper differs in that it does not solely offer suggestions but provides a real-world accounting of strategies and interventions used.