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The purpose of this paper is to share reflections on the frontline delivery of a wrap-around secondary school re-engagement programme on compounding digital inequality during the COVID-19 lockdown.

This paper presents a deliberative reflection on practice and policy lessons learned while negotiating the digital divide during the COVID-19 lockdown in the delivery of the yourtown education youth engagement programme.

Frontline youth worker practice lessons highlight the compounding effect of digital inequality on vulnerable young people who are already disengaged or disengaging from secondary education and the necessity for a reflexive, agile and adaptable practice response, particularly during unprecedented events such as the COVID-19 pandemic.

This paper presents a wraparound service perspective and outlines important practice lessons gained from adapting an education re-engagement programme to respond to the COVID-19 lockdown in the Greater Brisbane area, Australia.

This chapter looks at Australian public libraries and how they have developed and delivered inclusive service to people with disabilities over the past decade or so. As digital technology impacts the public library sector the question of “how are libraries responding?” emerges, especially for the one in five Australians living with disabilities. This chapter is focused on how the public library network is delivering digitally inclusive services to people with disabilities.

The approach was to examine the international obligations, related governance, and professional standards that apply to Australian Public libraries; the current disability and digital inclusion related research from the past decade; and highlight some of the better examples of practice in Australian public library service.

This chapter is not a comprehensive examination but rather a summary scan of digital inclusion practice. However, it raises a number of questions for further investigation: research as to how these obligations are put into practice; how they can be better shared and learnt from; and more importantly how the aspiration of “inclusion for all” is being met.

This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p. 1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.

Although the threat of protest may be a barrier toward implementing a tobacco policy on college campuses in the USA, the prevalence and severity of such opposition has yet to be investigated. The purpose of this paper was to determine how often campus communities protest against smoke-free policies and rate the disruptiveness of the protests.

Researchers located and analyzed news reports regarding 21 protests over newly implemented or proposed policies on college campuses in the USA.

Protests over college campus smoking policies are typically non-disruptive and consist of a small group of students who publicly smoke tobacco products and attempt to gain support of fellow students.

Those advocating for campus tobacco policies should be aware that the campus community may protest, but that a heightened concern of a protest's effect on the campus community may be unfounded.

To authors’ knowledge, research studies regarding opposition to anti-tobacco policies cannot be found in the literature. This paper may be used as a practical resource by advocates to educate campus administrators about the low turnout and lack of severity of any possible protest to a new campus tobacco policy.