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The purpose of this paper is to review current knowledge, research and thinking about the difficulties facing public libraries offering internet access to their users in ensuring legally compliant and non-offensive use of this facility whilst still adhering to the professional value of freedom of access to information.

A range of recently published sources (1997-2013) relating to the technical and organisational measures used to manage public internet access primarily in public libraries in the UK with some limited international examples were reviewed and analysed. This work was undertaken as the underpinning research for an AHRC-funded project, MAIPLE (Managing Access to the internet in Public Libraries).

The provision of public internet access is a well-established component of the role of public libraries, but is seen as a potential problem due to the possibility of misuse, and it appears that simplistic technical solutions have disappointed. Legislation increases the need for more effective solutions that can provide a balance between the need for legal compliance, a welcoming environment for users, and the protection of key freedoms. A range of measures are being adopted worldwide in response to this dilemma.

Research exploring internet access in public libraries and its management in the UK is numerically small and much of it dates back to the start of the twenty-first century. This review presents a comprehensive analysis of the available literature and is of relevance to practitioners and academics in the fields of public librarianship.

The objective of this study is to establish the current state of library and information science (LIS) scholarship pertaining to anti-racism, equity, inclusion and social justice initiatives.

Using comprehensive search strategies, three LIS databases were searched for relevant literature published in the last 10 years and results were exported and de-duplicated using Endnote. Citations were screened by two blinded, independent reviewers based on pre-defined eligibility criteria. Citations in the final data set were then hand coded by three reviewers using deductive coding. Subject terms for all citations were categorized and consolidated to identify major themes across the corpus of included publications. Results were analyzed using bibliometrics and thematic analysis.

A total of 691 unique citations were included in this analysis based on inclusion criteria. Publication productivity has generally increased from 2011 to 2020; findings show publications from 170 source titles and 944 authors representing 33 countries. Prevalent themes included access to information, multiculturalism and social justice. Various populations groups, areas of LIS practice, library types and social justice topics have been addressed in the literature. Over 15% of citations focused on anti-racism efforts in LIS.

This study applied both bibliometric and thematic approaches to analyzing LIS literature at macro and micro levels regarding anti-racism, equity, inclusion and social justice.

This paper aims to explore what environmental justice (EJ) can offer to sport management research and highlights the urgency for sport management scholars interested in environmental and ecological issues to engage with EJ as an important research agenda.

This paper is primarily a position and conceptual paper. Drawing from multidisciplinary literature (e.g. critical human geography, environmental sociology, Indigenous studies and postcolonial studies), it provides an overview of the major conceptualizations of EJ and discusses important premises for sport management researchers to engage with EJ topics.

EJ offers opportunities for sport management researchers to form stronger analyses on existing racial, socio-economic, and gender-related inequities manifest in the sport industry. The incorporation of EJ can strengthen the emerging sport ecology research in sport management and offer opportunities for sport management researchers to form stronger analyses on existing racial, class and gender-related inequities manifest in the sport industry.

It provides a critical and original intervention to the sport management literature. EJ's emphasis on power and its position at the convergence of social movements, public policy, and scholarship hold important potential for sport management researchers to advance scholarship with “actions,” addressing environmental harms and seeking practical solutions for enhancing communities' well-being.

The purpose of this paper is to critically review the well-intended plan by the government through the Ministry of Education to continue providing quality learning through online learning and in an equitable and inclusive manner during school closures due to the COVID-19 pandemic.

This paper is based on a review of the available literature including assessment reports, academic studies and media reports.

The paper revealed that despite the visionary plan by the government that the development and implementation of an emergency response plan would ensure equitable and inclusive continued learning for all students, those learners who were disadvantaged, including those living in remote areas and urban informal settlements, girls and learners from low–socio-economic households, found it even harder to access lessons. In fact, the existing digital divide on the part of the learners and schools served to reproduce or even widen inequities in learning. The COVID-19 pandemic evidently made these inequities more visible or even worse. What had been conceived as and intended to be an equitable and inclusive learning exercise ended up marginalising learners in already marginalised spaces.

While the researchers made an attempt to search for as many documents as possible, the documents selected for the paper are limited to those that explored the online learning during COVID-19 in Kenya. These reports were critically examined with a view to providing a clear picture of what online teaching and learning was like and how this picture embraced notions of fairness and inclusivity hence equity. Despite all these, there was the possibility of having some biases in the used reports. However, the researchers carefully read them triangulating them with others with similar information in an attempt to filter biases.

The paper has demonstrated how the learning process can be influenced by the provision of the relevant teaching and learning materials, tools and infrastructure.

This paper has clearly demonstrated the position that learning is a social process and which is affected by the social factors such as gender roles, socio-economic status and the social environment in which it occurs.

The paper contributes to ongoing discussion about the potentials and challenges of online learning particularly in a country like Kenya where equity in learning still remains a considerable challenge mainly as a result of the existing socio-economic, regional and gender disparities in learning. The paper makes a contribution in terms of an authentic mode of thinking that should guide the process of provision of “learning for all”.

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.

Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.

Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.

OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.

Agricultural aggregation schemes provide numerous farmer-facing benefits, including reduced transportation costs and improved access to higher-demand urban markets. However, whether aggregation schemes also have positive food security dimensions for consumers dependent on peri-urban and local markets in developing country contexts is currently unknown. This paper aims to narrow this knowledge gap by exploring the actors, governance structures and physical infrastructures of the horticultural value chain of Bihar, India, to identify barriers to using aggregation to improve the distribution of fruits and vegetables to more local market environments.

This study uses mixed methods. Quantitative analysis of market transaction data explores the development of aggregation supply pathways over space and time. In turn, semi-structured interviews with value chain actors uncover the interactions and decision-making processes with implications for equitable fruit and vegetable delivery.

Whilst aggregation successfully generates multiple producer-facing benefits, the supply pathways tend to cluster around urban export-oriented hubs, owing to the presence of high-capacity traders, large consumer bases and traditional power dynamics. Various barriers across the wider enabling environment must be overcome to unlock the potential for aggregation to increase local fruit and vegetable delivery, including informal governance structures, cold storage gaps and underdeveloped transport infrastructures.

To the best of the authors’ knowledge, this study is the first critical analysis of horticultural aggregation through a consumer-sensitive lens. The policy-relevant lessons are pertinent to the equitable and sustainable development of horticultural systems both in Bihar and in similar low- and middle-income settings.

OpenWHO is the World Health Organization's online learning platform that was launched in 2017. The COVID-19 pandemic led to massive growth in the number of courses, enrolments and reach of the platform. The platform is built on a stable and scalable basis that can host a large volume of learners. The authors aim to identify key factors that led to this growth.

In this research paper, the authors examined OpenWHO metadata, end-of-course surveys and internal processes using a quantitative approach.

OpenWHO metadata showed that the platform has hosted over 190 health courses in 65 languages and over seven million course enrolments. Since the onset of the pandemic, there have been more women, older people and people from middle income countries accessing courses than before. Following data analysis of the platform metadata and course production process, it was found that several key factors contributed to the growth of the platform. First, OpenWHO has a standardised course production pathway that ensures efficiency, consistency and quality. Further, providing courses in different languages increased its reach to a variety of populations throughout the world. For this, multi-language translation is achieved through a network of translators and an automated system to ensure the efficient translation of learning products. Lastly, it was found that access was promoted for learners with disabilities by optimising accessibility in course production. Data analysis of learner feedback surveys for selected courses showed that the courses were well received in that learners found it useful to complete courses that were self-paced and flexible. In addition, results indicated that preferred learning methods included videos, downloadable documents, slides, quizzes and learning exercises.

Lessons learnt from the WHO's learning response will help prepare researchers for the next health emergency to ensure timely, equitable access to quality health knowledge for everyone. Findings of this study will provide valuable insights for educators, policymakers and researchers in the field who intend to use online learning to optimise knowledge acquisition and performance.

The Models of Child Health Appraised (MOCHA) project identified the different models of primary care that exist for children, examined the particular attributes that might be different from those directed at adults and considered how these models might be appraised. The project took the multiple and interrelated dimensions of primary care and simplified them into a conceptual framework for appraisal. A general description of the models in existence in all 30 countries of the EU and EEA countries, focusing on lead practitioner, financial and regulatory and service provision classifications, was created. We then used the WHO ‘building blocks’ for high-performing health systems as a starting point for identifying a good system for children. The building blocks encompass safe and good quality services from an educated and empowered workforce, providing good data systems, access to all necessary medical products, prevention and treatments, and a service that is adequately financed and well led. An extensive search of the literature failed to identify a suitable appraisal framework for MOCHA, because none of the frameworks focused on child primary care in its own right. This led the research team to devise an alternative conceptualisation, at the heart of which is the core theme of child centricity and ecology, and the need to focus on delivery to the child through the life course. The MOCHA model also focuses on the primary care team and the societal and environmental context of the primary care system.

It's hard to envision a system more global and more integrated than research. Many stakeholders affect and are affected by changes in the research ecosystem; the ecosystem differs in significant ways across the globe and between researchers, institutions and fields of study; and there are many questions that exclusive action can't address. There are also broad ecosystem-level questions that need answering. For these reasons alone, global approaches to reform are needed.

The first step in this exploration isn't to start looking for “solutions”, but to develop a better understanding of how our needs and interests overlap. By identifying the broad contours of common ground in this conversation, we can build the guardrails and mileposts for our collaborative efforts and then allow the finer-grained details of community-developed plans more flexibility and guidance to evolve over time.

What are these overlapping interests? First, the people in this community share a common motive – idealism – to make research better able to serve the public good. We also share a common desire to unleash the power of open to improve research and accelerate discovery; we are all willing to fix issues now instead of waiting for market forces or government intervention to do this for us; and we want to ensure that everyone everywhere has equitable access to knowledge.

There is also very broad agreement in this community about which specific problems in scholarly communication need to be fixed and why, and well as many overlapping beliefs in this community. OSI participants have concluded that four such beliefs best define our common ground: (1) research and society will benefit from open done right; (2) successful solutions will require broad collaboration; (3) connected issues need to be addressed, and (4) open isn't a single outcome, but a spectrum.

OSI has been observing and debating the activity in scholarly communication since late 2014 with regard to understanding possible global approaches and solutions for improving the future of open research. While the COVID-19 pandemic has made the importance of open science abundantly clear, the struggle to achieve this goal (not just for science but for all research) has been mired in a lack of clarity and urgency for over 20 years now, mostly stalling on the tension between wanting more openness but lacking realistic solutions for making this happen on a large scale with so many different stakeholders, needs and perspectives involved.

Underlying this tension is a fundamental difference in philosophy: whether the entire scholarly communication marketplace, driven by the needs and desires of researchers, should determine what kind of open it wants and needs; or whether this marketplace should be compelled to adopt open reform measures developed primarily by the scholarly communication system's main billpayers-funders and libraries. There is no widespread difference of opinion in the community whether open is worth pursuing. The debate is mostly over what specific open solutions are best, and at what pace open reforms should occur.

OSI has proposed a plan of action for working together to rebuild the future of scholarly communication on strong, common ground foundation. This plan – which we're referring to as Plan A – calls for joint action on studies, scholarly communication infrastructure improvement, and open outreach/education. Plan A also calls for working together with UNESCO to develop a unified global roadmap for the future of open, and for striving to ensure the community's work in this space is researcher-focused, collaborative, connected (addressing connected issues like peer review), diverse and flexible (no one-size-fits-all solutions), and beneficial to research. UNESCO's goal is to finish its roadmap proposal by early 2022.

For a full discussion of OSI's common ground recommendations, please see the Plan A website at http://plan-a.world.

Increasing trends of climatic risk pose challenges to the food security and livelihoods of smallholders in vulnerable regions, where farmers often face loss of the entire crop, pushing farmers (mostly men) out of agriculture in destitution, creating a situation of agricultural making agriculture highly feminization and compelling male farmers to out-migrate. Climate-smart agricultural practices (CSAPs) are promoted to cope with climatic risks. This study aims to assess how knowledge related to CSAPs, male out-migration, education and income contribute to the determinants of male out-migration and CSAPs adoption and how they respond to household food security.

Sex-disaggregated primary data were collected from adopter and non-adopter farm families. STATA 13.1 was used to perform principle component analysis to construct knowledge, yield and income indices.

Yield and income index of adopters was higher for men than women. The probability of out-migration reduced by 21% with adoption of CSAPs. An increase in female literacy by 1 unit reduces log of odds to migrate by 0.37. With every unit increase in knowledge index, increase in log-odds of CSAPs adoption was 1.57. Male:female knowledge gap was less among adopters. Non-adopters tended to reduce food consumption when faced with climatic risks significantly, and the probability of migration increased by 50% with a one-unit fall in the nutrition level, thus compelling women to work more in agriculture. Gender-equitable enhancement of CSAP knowledge is, therefore, key to safeguarding sustainable farming systems and improving livelihoods.

The enhancement of gender equitable knowledge on CSAPs is key to safeguard sustainable farming systems and improved livelihoods.

This study is based on the robust data sets of 100 each of male and female from 100 households (n = 200) using well-designed and validated survey instrument. From 10 randomly selected climate-smart villages in Samastipur and Vaishali districts of Bihar, India, together with focus group discussions, the primary data were collected by interviewing both men and women from the same household.