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Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.

This chapter describes the business goals, purpose, and strategy of public diplomatic services. It reinforces diplomatic organizations’ fundamental bureaucratic administrative culture (Tier 1). The bureaucratic culture of diplomacy is deconstructed, and each of the five layers is described in detail. The authors also explain why focusing on the artifacts and behavior layers are the dominant and essential starting points for analysis in diplomatic cultures. The public service culture (Tier 2) overlays and mediates the bureaucratic culture.

Additionally, the authors describe the influence that political appointees as leaders may play in shaping public service cultures. Next, the authors explain how diplomatic cultures reflect the core values of a state’s culture. Next, the chapter outlines the landscape of external influencing cultures (Tier 3) in diplomacy. Finally, the knowledge, learning, and collaboration (KLC) culture of diplomacy is considered, with opportunities for future growth.

A university without an academic library is unimaginable since the library serves as a pivot for both learning and research. Freeman (2005), while talking about the importance of a library in academic life, stated that it holds a unique position, symbolizing the heart of the institution. A good library is not only one that stacks printed material or has portals to access online resources but also provides a flexible learning space with reading rooms, facilitates discussion and encourages collaborative learning and scholarship. With limited resources, it is increasingly difficult for universities to allocate funds to re-design library spaces. Modern academic libraries have to respond not only to pedagogical changes but also to technological changes, accommodating them in the library space design and management. Modern libraries are trying to integrate features of the traditional form of learning as well as the digital form. This book will present case studies and empirical evidence discussing the changing face of libraries. It will talk about re-modeling of existing libraries with the help of new architectural design to utilize the space and inculcate the digital literacy development. Scholars discuss, in the chapters, how they meet users’ needs and how they use in stakeholders’ inputs to design innovative library spaces.

iNNoVaNDiS started in 2005 at the University of Deusto (Spain) as a program that aimed to train students to perform as entrepreneurs. The aim of the chapter is to share the story of this 10-year old experience.

The chapter follows a case study approach, describing in a narrative form the evolution had by the program, from the perspective of the people that have been involved in it. It draws on the analysis of the different stages the program has gone through, over these 10 years, until the current structure of the program has been defined. Primary data are used to explain this evolution.

The chapter illustrates how the approach followed in iNNoVaNDiS has always been action-oriented. The rationale is that being entrepreneurial and innovative is a way of thinking, a mindset, and a personal identity. To achieve this different contexts are built during various workshops, working with real challenges faced by local organizations.

The program is run by a team with very different profiles, including consultants, researchers, academics, coaches, artists, engineers, entrepreneurs, actors, etc. This diversity allows the program to be in constant renewal. The program demystifies prejudices about the entrepreneur, the business idea and failure.

The philosophy behind the program is that entrepreneurship and innovation are not goals or disciplines to learn, and their purposes go far beyond starting a business. The scope of the initiative has not been the development of a business but rather to foster ethical entrepreneurship and innovative behavior in everyday life.

Purpose – The purpose of this chapter is to understand how disruptive innovations related to digital literacy can improve traditional approaches of teacher education.

Approach – First, the evolution of teacher education from tradition to the digital era is discussed, highlighting the evolution of various traditions, theories and models of teacher education. The authors then ask the questions, “Why do teacher education programs continue to lag in the creation of a true alignment with the current needs of modern students?” and “How can this be done and where should we begin?”

Findings – The authors believe that professional growth is the key to teacher success. Reformed teacher education programs where digital literacy is grounded in relevant contexts, collaboration, and multimodal designs will promote collective collaboration among students and teachers. Digital literacies curriculum should draw on multimodalities and position students as producers of knowledge for a public audience. These disruptive forces function to improve traditional notions of teacher education, providing a catalyst to the democratization of knowledge for teacher development.

Practical Implications – Collaboration across digital platforms promotes learning through crowd-accelerated learning, rhizomatic learning, citizen inquiry, massive open social learning, maker cultures, and blockchain platforms. These approaches can foster genuine and relevant learning in teacher education programs, modernizing and matching instructional techniques with the teacher preparation demands of today and tomorrow.

Advanced information technologies, and particularly big data, provide new affordances to facilitate inter-organizational collaboration. Rich flows of real-time data provide transparency across organizational boundaries and enable greater automation of inter-organizational routines. Taking stock of the literature and building on observations from the research in an industrial setting, the authors introduce the concept of technological embeddedness as an important characteristic of inter-organizational relationships, denoting the degree of monitoring, control, and optimization of intra- and inter-organizational tasks accomplished through technology at the interface of the inter-organizational relationship. The authors theorize how increasing technological embeddedness created by big data technologies affects the development of inter-organizational trust, mutual adaptation, and temporal structuring of collaboration. The propositions elaborate how greater technological embeddedness enables collaboration, and warn about the potential limiting effects of technological embeddedness on the development of interpersonal trust, strategic learning, and long-term orientation.

This chapter reports on an ethnographic case study of how a group of elementary school teachers designed technology enhanced learning with mobile technology (e.g. notebooks, tablet computers and mobile phones) to facilitate students’ development of literacy and twenty-first century competencies. These teachers designed the school’s literacy pedagogical approach, leveraging the use of technology, namely digital storytelling. The school in this case study is one of the eight Future Schools in Singapore under the FutureSchools@Singapore program. The school has been providing one-to-one mobile computing learning devices and wireless Internet access for its students. The introduction of technology in the classroom makes it possible for twenty-first century competencies to be integrated into literacy development. The conversational framework is used as a framework to examine how the design of the digital storytelling pedagogical approach brings about the various teaching–learning activities – acquisition, inquiry, practice, production, discussion and collaboration. The use of digital storytelling as an approach to integrate information communication technology (ICT) into the classroom has not only modified how ICT is being used in the school, it has redefined how ICT could be used to engage young learners. It has fundamentally transformed conventional storytelling with the use of current state-of-the-shelf (i.e. easily and widely available) technologies. This case study also outlines the processes involved in improving the design of digital storytelling over the years by the teachers. The ecosystem of the school is also taken into consideration and described in detail. Findings suggest the importance of the collaborative efforts of the teachers in the continuous improvements made to this design. The adoption of a learning design framework, such as the one used in this study, can be beneficial to ensure a systematic approach to the design of learning. In addition, the availability of technological infrastructure and computing devices are necessary for the seamless use of technology in the classroom. The just-in-time learning approach is adopted for students to learn technology as they are developing their digital stories.

The use of cutting-edge technology in education has the potential to transform the learning experience and greatly contribute to the achievement of the Sustainable Development Goals (SDGs) in emerging economies. With the increased accessibility of technology and online resources, digital literacy has become an essential skill in today's world. Smart e-learning platforms have emerged as a new tool for offering education and training in emerging economies, while also boosting digital literacy.

This chapter will attempt to investigate the impact of new-age technologies on the educational system and how they can help emerging economies achieve the SDGs. This study looks at case studies from various emerging economies, analyzing how innovative technologies like digital learning, smart teaching and learning, mobile learning, online learning, artificial intelligence (AI), virtual reality, and gamification are used to improve education quality and promote SDGs. This chapter emphasizes the impact of technological integration on access to education, reducing inequality, and improving educational quality and relevance. This study also looks into how education may help promote environmental sustainability and economic growth. According to the findings, integrating new-age technologies into the education system can be a game changer in achieving SDGs in emerging nations.