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The paper sets out to provide a selected bibliography of books influential to the librarian's teaching and learning philosophy.

The paper introduces and annotates books identified by LOEX‐of‐the‐West 2006 attendees as influential to their instruction activities, teaching philosophy, or meaning of education.

The paper provides information about each source, including an introductory discussion on the classification of the titles into six major genres of instruction inspiration and four major (generic) philosophies of education and learning.

The information presented in the paper may be used by librarians and interested parties to solidify and broaden their own thoughts and values on who they are as an instructor.

This paper aims to examine the adjustment experiences of academically successful international students in living and learning in a private Malaysian higher education institution (HEI).

A total of 53 international students participated in a mixed-method study, where they completed a survey (close- and open-ended questions). Also, 12 international students were interviewed.

The findings diverge from other studies, in that issues with respondents' English language proficiency were minimal, but for some of the students, social and cultural adjustment was problematic. However, these students were proactive in improving their situations. These findings indicate foci for university improvement in study and living experiences for all students.

The study is limited to one group of academically successful students at a private university in Malaysia.

There are benefits to HEIs and international students in enabling students to reflect upon and share their successful strategies. These not only enable students to recognise and value their achievements but also contribute to the development of more inclusive practices that will enhance future students' adjustment and overall learning experience.

The study contributes to the literature with its focus on academically successful students at a private university in Malaysia, both of which are areas of limited research coverage.

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.

A Legacy Community is a living and learning community supported by broader institutional departments (e.g., student affairs, academic affairs, foundation, and alumni affairs) that dedicate resources, opportunities, and supports intended to: (a) undo legacies of educational disparities that Black/African American males have historically witnessed and (b) build capacity for students engaged in these communities (i.e., Black/African American males) to create and leave positive legacies on their terms. In this qualitative study of Black and African American undergraduate male living and learning community (LLC) participants at a primarily white institution (Legacy House), we investigate the LLC program elements that impact participants' educational and social experiences, and foster pathways for student legacy building. Legacy house participants describe brotherhood, sense of belonging, and leaving a legacy as elements that enable positive student academic and social outcomes, campus involvement, and career readiness.

Inclusion Alberta and Concordia University of Edmonton share a long history of providing students with intellectual disabilities fully inclusive post-secondary education through active participation in university courses and campus life; enhancing the learning environment for all. The chapter begins with a synopsis of the partnership between Inclusion Alberta and Concordia University of Edmonton described by a senior university administrator, an overview of Inclusion Alberta and their innovative approaches to enabling children, youth, and adults with intellectual disabilities and their families to be fully included in community. Inclusion Alberta works to deeply embed individuals with disabilities in the natural pathways of life while capitalizing on community capacity, with inclusive post-secondary education as one example of how many young people normatively transition into adulthood. An Inclusion Alberta coordinator will detail her work supporting the inclusion of students at Concordia University of Edmonton. A current faculty member, and former inclusive post-secondary student, will share their experience with academics and co-curricular inclusion. The chapter provides a diversity of perspectives on inclusive post-secondary education within Alberta; this range of perspectives and deep partnership is critical for successful inclusive learning experiences.

As current university students may access information for their study anytime, anywhere with ubiquitous mobile technologies, this research re-examines the roles of study space in students' learning and campus life.

A survey was conducted to collect students' opinions and habits regarding the usage of different study spaces. Results in three different academic majors (science and engineering, arts and business) of a comprehensive international university were compared.

The authors’ findings showed a more diversified space usage among students, with the library café increasingly important in students' learning and life while learning commons remain important. However, there were only minor differences among these three study majors towards the learning and entertaining spaces, as these students generally apply inquiry-based learning.

While some researches have investigated students' usage of university and library learning spaces, few studies have focused on the study space issue in Hong Kong or other metropolises in the East under the current mobile learning environment. This study's insights could help libraries and universities improve the management of their physical spaces to meet student needs.

Faced with the outbreak of the pandemic, Chinese government quickly postponed the opening of schools and advocated “classes suspended but learning continues” project through online learning. In order to understand the teaching effect of online learning and explore a possible transformation of the application of educational information technology in the future, questionnaires have been used in this study to collect data of students, principals, and teachers across China. Most students and principals are satisfied with online learning, while teachers suggest that it is considerably difficult to teach online. Meanwhile, students, schools, and teachers are facing problems, including insufficient adaptation to online learning methods, poor learning quality, imperfect information infrastructure, insufficient learning resources, and so on. Based on the results, the authors propose to explore systematic solutions to guarantee a fair and high-quality development of online teaching. For one thing, the whole education system must ensure the fairness of learning conditions, encourage all-round development, and promote school–home cooperation. For another thing, it is necessary to clarify the connotation of online learning, guarantee the construction of information infrastructure, provide training in information technology and classroom management capabilities, and improve the evaluation system of online learning activities.

The goal for social studies teachers is to offer an array of knowledge, skills, and dispositions that fulfill the ten National Council for the Social Studies standards. Powerful learning should be facilitated as specific social studies lessons, integrated across the curriculum, demonstrated throughout social interactions, and should reflect proficiencies as critical thinkers, decision makers, and problem solvers. Engaging in learning experiences within a multitude of contexts increases learners’ abilities to understand and accept themselves, one another, and society as they develop cultural competence. To advance teachers’ and young learners’ comprehension of these expectations, we share a four-part learning experience grounded on the word RESPECT, which serves as the acronym for navigating cultural competence, self-efficacy, and moral development in the classroom. Using the story, “The Sneetches” by Dr. Seuss, participants are guided through a series of hands-on experiences illustrative of social studies that is honest, natural, authentic, and holistic.

This paper aims to explore alternative literacy instruction with incarcerated youth, add to the body of existing literature documenting the literacy of those incarcerated and investigate the construction of book clubs through a critical lens.

This qualitative case study answered the following research questions: What can a critical book club reveal about the literacy lives of these incarcerated youth? What can we learn from incarcerated youth through a critical book club? Data were collected through participant observation and in-depth interviews and analyzed using a critical literacy framework.

Findings indicate students used text connections to critically reflect on selves and schools. They questioned issues of power, particularly the power of literacy in their own lives as well as the power of schools, teachers and curriculum. The paper concludes with the authors’ critical reflection on both the findings and process which results in implications for future book clubs in settings with incarcerated youth.

As educators, administrators and community members living in the “age of incarceration” (Hill, 2013), there is a social responsibility to design curriculum and pedagogy that expands instruction in correctional facilities.

The need for expanded literacy instruction in juvenile detention centers has been widely documented and supported; however, conventional methods of teaching literacy are not always successful for youth who may not have had positive experiences with traditional schooling. This study expands and explores literacy instruction with incarcerated youth through book clubs, an alternative literacy structure which challenges traditional curricula, pedagogical practices and culturally irrelevant texts which often contribute to the alienation and disempowerment of many students. Book clubs can facilitate new understandings through a critical lens.

The main objective of this research is to analyze the living and learning experience of foreign students at Jinan University (JNU). The study aims to elicit two basic purposes; first, to help JNU administrators to measure the level of satisfaction of students and response to their needs. Second, to assess the existing facilities in the context of quality of education, the syllabus, credit system, choices of available courses, foreign faculty, teaching resources, effective dissemination of knowledge, behavior of administration and teachers, quality of food versus price, dormitory conditions, library resources, and other necessary facilities for productive learning.

To recognize the issues of foreign students and obtain their responses, this research has relied on several techniques. We have created a questionnaire and applied a systematic sampling technique. The questionnaire has been divided into several categories and sub-categories.

Findings of this study have confirmed that majority of the foreign students at JNU are satisfied with the learning and living conditions.

Though our study is subject to limitations, yet it provides some valuable insights. Due to lack of resources and time, we have limited our sample size to 27. However despite having few respondents, the overall feedback represents the entire population. Additionally, this study is mainly focused on foreign student’s living and learning experiences satisfaction. Hence, no dependent and independent variable relationship is being determined or argued.

However, as indicated by the respondents, JNU needs to improve its learning facilities, as well as induction of additional foreign faculty, availability of English text books, security of student dormitories, expansion of sports facilities, renovation of university roads, and installation of new equipment in the laborites. Such conclusion provides the administration and other stakeholders with valuable indicators of how well the JNU is meeting with the expectations of international students and how resources might best be directed to improve further services.

Our approach is unique and inventive, as so far there has been very little research that has been carried out on this topic on Chinese Universities. This study serves as a benchmark in measuring the living and learning experience of foreign students at JNU. The results of the research would be useful for planning and improving the quality of services and help the administration in formulating better policies for international students.