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This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.

While the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.

Peer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

The purpose of this study is to explore the social and collective foundations of the auditor’s judgment and specifically highlights that the dialogical dimension of auditors’ judgment is founded on both their interactions with their auditees and their interactions with their colleagues.

This qualitative study is based on interviews with 22 audit partners, conducted between March 2013 and October 2016, in France.

The research points out the complexity of auditor judgment. Confronted with issues such as equivocal and ambiguous circumstances, auditors must question the relevance of the meanings elaborated to act according to the situation (self-criticism or doubt) and must be wise and not be overconfident toward the information provided by the manager (wisdom). Last but not least, the findings also suggest that contrary advice helps auditors to improve an alternative point of view and hence reach a consensus.

The research uses a K. Weick sensemaking approach and contributes theoretically to gaining deeper understanding of the social dimension in audit judgment, by showing that professional judgment is an interactive and social practice.

Purpose – This chapter describes the structure and environment of the Cougar Literacy Clinic, the theoretical framework, and the transferred and transformed knowledge and practices that support the constituents as a community of learners.

Theoretical perspective/methodology – Our research embraces theories of transfer and transformation, self-extending systems, intersubjectivity, social constructivism, social learning, and social cultural that helps to explain how children, families, teachers, other educators, administrators, professors, and community members learn and benefit through mutual interactions, as they find ways to help each other become better thinkers and decision makers. The data were categorized into four types of practices from the clinical experience that have transferred to and transformed the school and community. These categories of practices include assessment, instruction, coaching and consultation, and family–school–community literacy connections. The data analysis and interpretation demonstrate the importance of having a shared understanding regarding literacy development, learning, and teaching that enhances each member's intellectual and academic growth.

Practical implications – Our Cougar Literacy Clinic innovations, built on beliefs of shared understanding, can be a model for both existing and newly established clinics that are striving to transform the thinking of each member involved. During assessment practices, each of the constituents will learn to make informed decisions on the selection of assessments and analysis of assessment data, confidently identify their own and others strengths and needs, and provide constructive feedback. In the areas of instruction, reciprocal coaching, and family–school–community literacy connections, each of the constituents will learn to focus on strengths and prior knowledge, scaffold learning, and pose and respond to questions.

The purpose of this paper is to understand how digital interventions are mediating the identity work of community health workers (CHWs) in the context of two African countries.

This paper analyzes the everyday work of CHWs in two low- and middle-income country (LMIC) contexts (Uganda and Malawi) and seeks to understand changes in collective identity and the role of Information and Communication Technologies (ICTs) in mediating this “identity work”. As CHWs conduct their everyday tasks of care giving, data reporting and maintaining social interactions, they play two primary roles. One is the care giving role oriented towards the community, and two, is reporting and administrative work by virtue of them being affiliated with the Ministry of Health, either in formal or voluntary capacity. The ambivalence which they experience as they move back and forth between these two worlds of work is significantly now mediated through ICTs. The paper analyzes these dynamics and identifies three key sets of ambivalence in identity work: (1) role embracing-institutional distancing; (2) conformist-resistant and (3) dramaturgical-transformative. The paper makes unique contributions to information systems (IS) and ICT for development (ICT4D) studies in that it focuses on a nonprofessional group, which plays a fundamental role in providing care to underserved populations and also conducts data work which provides the foundation of the national health information system. This contrasts with dominant research in the field which focuses on professional groups, largely based in Western business organizations.

The paper identifies identity related tensions that emerge with the mediation of digital technologies in the work world of CHWs. These include tensions of conformist-resistant; and (3) dramaturgical-transformative. These findings are relevant and unique to the field of IS and ICT4D studies in that it focuses on a nonprofessional group, which plays a fundamental role in providing care to underserved populations and also conducts data work which provides the foundation of the national health information system.

While acknowledging identity construction and negotiation is a function of both work and social lives, in this paper we could only focus on the work lives.

As digital interventions in the health sector of low and middle income countries is becoming increasingly widespread, often the focus is more on the supply side (the supply of the technology) rather than on the demand side (users experiences and aspirations). Identity becomes a lens to understand these demand side dynamics, which helps provides practical guidance on implementation approaches to ensure that the technology adds value to user work processes and there is a seamless and not a disruptive transition.

CHWs are the most neglected cadre in the health system of low and middle income countries, even though they provide the cutting edge in care provision work to the most marginalized populations, living in rural and underserved areas. By focusing on how technologies can be more effectively implemented to support these care processes, the paper provides important social implications both for practice and research.

Analysis of identity construction and negotiation of informal groups in the unorganized sector of low and middle income countries has not received adequate attention in IS research. The paper seeks to fill this important gap.

This study aims to explore the perspectives of psychiatrists with lived experiences and what their considerations are upon integrating the personal into the professional realm.

As part of a qualitative participatory research approach, participant observations during two years in peer supervision sessions (15 sessions with 8 psychiatrists with lived experiences), additional interviews as part of member feedback and a focus group were thematically analysed.

Although the decision to become a psychiatrist was often related to personal experiences with mental distress and some feel the need to integrate the personal into the professional, the actual use of lived experiences appears still in its early stages of development. Findings reveal three main considerations related to the personal (3.1), professionality (3.2) and clinical relevance (3.3) comprising 11 facilitators and 9 barriers to harness lived experiences.

This study was conducted locally and there are no similar comparable studies known. It was small in its size due to its qualitative nature and with a homogeneous group and therefore may lack generalisability.

Future directions to further overcome shame and stigma and discover the potential of lived experiences are directed to practice, education and research.

Psychiatrists with lived experiences valued the integration of experiential knowledge into the professional realm, even though being still under development. The peer supervision setting in this study was experienced as a safe space to share personal experiences with vulnerability and suffering rather than a technical disclosure. It re-sensitised participants to their personal narratives, unleashing its demystifying, destigmatising and humanising potential.

The purpose of this paper is to analyse how lawyers in two of the largest European economies manage the contradictory requirements set by anti-money laundering and counter-terrorism financing (AML/CTF) legislation on the one hand and professional codes of ethics on the other hand.

The study is based on qualitative interviews with French and German lawyers. It asks “How do European lawyers handle the conflicting demands ensuing from their roles as frontlines workers?” The paper uses lawyers’ day-to-day practices and variations in member states’ transpositions of the European Union directives as a starting point to study AML/CTF in the miniscule.

The article shows that contextual institutional restraints and cultural factors have significant impact on the possibility to enlist for-profit actors in the fight against terrorism an organised crime.

This research highlights several factors inherent in AML/CTF regulation that warrant further research. Not only should further work be carried to broaden the understanding of lawyers but also other actors included in this policy area.

The study explains why French and German lawyers do not comply as expected by the legislator. If increased compliance is required, then the paper provides input into what measures can be taken, by policy, enforcement and supervision.

The study focusses on a hard-to-reach group of actors in AML/CTF regulation that has never before been studied in detail. As recent scandals have shown, lawyers are key actors in global finance but have rarely been scrutinised in their AML compliance norms and routines.

Online health question-and-answer (Q&A) forums have developed a new business model whereby listeners (peer patients) can pay to read health information derived from consultations between askers (focal patients) and answerers (physicians). However, research exploring the mechanism behind peer patients' purchase decisions and the specific nature of the information driving these decisions has remained limited. This study aims to develop a theoretical model for understanding how peer patients make such decisions based on limited information, i.e. the first question displayed in each focal patient-physician interaction record, considering argument quality (interrogative form and information details) and source credibility (patient experience of focal patients), including the contingent role of urgency.

The model was tested by text mining 1,960 consultation records from a popular Chinese online health Q&A forum on the Yilu App. These records involved interactions between focal patients and physicians and were purchased by 447,718 peer patients seeking health-related information until this research.

Patient experience embedded in focal patients' questions plays a significant role in inducing peer patients to purchase previous consultation records featuring exchanges between focal patients and physicians; in particular, increasingly detailed information is associated with a reduced probability of making a purchase. When focal patients demonstrate a high level of urgency, the effect of information details is weakened, while the interrogative form is strengthened.

The originality of this study lies in its exploration of the monetization mechanism forming the trilateral relationship between askers (focal patients), answerers (physicians) and listeners (peer patients) in the business model “paying to view others' answers” in the online health Q&A forum and the moderating role of urgency in explaining the mechanism of how first questions influence peer patients' purchasing behavior.

This paper aims to apply integrated academic literacies and threshold concepts constructs to the development of graduate student literacies. Western Washington University has developed a graduate peer-tutors program to advance integrated academic literacies and graduate student agency. Graduate peer-tutors are expert-outsiders (Nowacek and Hughes, 2015): expert in conversations about literacies and outsiders to disciplinary expertise. Peer-tutors augment a support ecosystem that includes faculty advisors, subject librarians and others. Libraries should lead innovative programs to develop integrated literacies, and librarians should leverage both subject and literacies expertise as part of an ecosystem of support.

Drawing on library, writing center and higher education scholarship, the author draws on research methodologies from writing center scholarship to explore models for integrated graduate student literacies. The author collaborates with graduate peer-tutors to connect theory and practice in the Graduate Research & Writing Studio (GRWS).

Peer-tutor models offer a valuable layer of support for graduate students engaged in thesis-writing. Peer-tutors, faculty advisors and subject librarians play important roles in advancing development of integrated literacies. The role of peer-tutors is unique in advancing integrated literacies, and addressing affective barriers and equity concerns.

Economic pressures have transformed higher education, ushering new populations into graduate programs. Opportunities to enhance inclusivity cannot be realized without support for development of literacies. Libraries should lead with innovative services that address barriers to graduate student success.

The author leverages the unique laboratory offered by the GRWS and engages graduate peer-tutors in connecting scholarship and practice. Drawing on contemporary theoretical lenses on literacies, she argues for libraries’ leadership of programs that support integrated graduate student literacies.

Prior to 2020, University of California, Los Angeles (UCLA) Library's research services spanned multiple service points. Multiple locations were staffed by Library Student Research Assistants (LSRAs) and each location was supervised independently. While efforts to increase collaboration had been underway, much of the work and services remained siloed and often duplicated training and service hours.

With the onset of coronavirus disease 2019 (COVID-19), UCLA Library rapidly transitioned from entirely in-person to entirely online services. With multiple service points pivoting, UCLA was redundant to have multiple online desks providing Zoom appointments and that quickly became apparent. Moreover, transitioning in-person student work to remote work was paramount to providing both normal services to users and allowing LSRAs to keep jobs during a time of uncertainty and insecurity.

While the authors' original consolidation of services and implementation of shared supervision was a result of the pandemic and primarily involved online services, the authors have maintained this shared approach and collaborative vision in returning to in-person services. For the past year, the authors have offered shared in-person (at two library locations) and online services. As subject-specific library locations begin to reopen their desks, the authors continue to identify ways to leverage shared supervision and a robust referral model for those on-site services while negotiating student staffing and the need for both general and subject-specific services.

The authors present a novel approach to peer-to-peer teaching and learning and research services and shared student worker supervision with services coordinated across multiple locations and disciplines within a large academic library serving a large student population.

One ambition of most mid-career MPA programmes is to combine the attainment of an academic master degree with a qualitative leap in professional skills and functioning. This ambition requires that academic insights and methods be sensibly linked to real-life professional contexts and challenges. This chapter develops a rationale to enhance conditions and mechanisms that help to produce such linking, based on insights in professional learning.

Two methods used in the mid-career MPA programme at Erasmus University Rotterdam to help students to establish such links will be discussed. The first method involves an evolving personal learning agenda and the second method involves peer-to-peer coaching. Both methods will also be used to evaluate the added value of the programme for the professional functioning of the students.

The MPA programme makes students link theory to their own real-life practice and changes their perspective on analysis and professional intervention. Often, however, these new perspectives are quite general in nature, not taking much account of the specific context. Thorough lecturer feedback and training in peer consultation may help students to become more reflexive and to develop better situation-specific strategies.

The findings point to the need for further development of didactical strategies.

The chapter analyses professional added value of an academic programme.