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This study examines whether open Wi-Fi systems in Austin, Texas, have much effect in expanding digital inclusion. These systems were hailed a decade ago as means to provide low-cost access to disadvantaged groups, but these claims were also met with some skepticism.

This study uses secondary data analysis of a survey conducted by the City of Austin to assess what groups in the city are using the Internet. It uses descriptive statistics to get a sense of who is using the systems and then logistic regression models to see which factors lead to use of open Wi-Fi.

The users of these systems may not have the resources to afford home broadband in many instances, but these systems are largely used by people with highly educated parents and comfort with computing. The Internet users are largely representative of Austin.

Simply offering Internet services via Wi-Fi is likely ineffective in expanding Internet use among disadvantaged populations.

Organizations who are interested in expanding Internet access to disadvantaged communities may want to consider how issues of social support may or may not be addressed by a project.

This study attempts to apply Pierre Bourdieu’s concept of multiple forms of capital to a quantitative study using secondary data by constructing an index from existing survey items.

This paper aims to provide an overview of the development periods of home-based learning in Hong Kong during the COVID-19 pandemic, then discusses the differences in how the more affluent and well-educated middle-class parents and the economically and culturally disadvantaged working-class parents have dealt with the challenges of this new learning mode in their children’s education.

This research mainly adopted the qualitative research method, and used data from multiple sources, including online and offline participant observations, informal interviews and second-hand official reports.

The preliminary findings suggest that due to the closure of the formal schooling system, the impact of unequal family resources – such as tangible economic investment and intangible cultural and social support – on students’ academic performance has been exposed, thus reinforcing the pre-existing inequality between different social classes.

The findings of this paper are primarily based on preliminary observations and informal interviews, and it needs more systematic studies, both qualitative and quantitative, are needed to provide further empirical evidence to demonstrate the impacts of digital, housing and knowledge divide between the middle- and working-class families on students’ academic performance.

The paper presents new empirical data concerning the class mechanisms underlying home-based learning during the class suspension in Hong Kong. It shows that home-based learning in this challenging time has exposed the existing inequality in education.

Globalization, advanced by technologies of production and information, created seamless world markets with profound impacts on the world economy. Vast amounts of wealth have been created, but that wealth has been unequally distributed. Such inequality has meant that large numbers of young people have not been able to find the kinds of jobs and careers that provide the “goods” life extolled in a consumer society. Nor do the dominant values of rationality, neo-liberalism or secularism hold much appeal. These conditions have encouraged the emergence of a number of subcultures of transgression, identity-granting communities of meaning which provide members with a sense of community with recognition and empowerment. As many such subcultures repudiate dominant norms, we note how they resemble the medieval carnival, which Bakhtin showed was a time and place of inversion, transgression, and celebration of the grotesque. It allowed the common people encapsulate realms of agency to articulate disdain and resistance. Yet this served to reproduce the dominant system.

In much the same way, insofar as globalization is intimately tied to cities, we have seen the growing importance of cities as nodal points for global commerce as well as sites for entertainment and tourism. These factors, together with the longstanding anonymity and toleration of the city, have become focal points for the emergence of a number of oppositional subcultures. They include those who embrace extreme body modification, numerous forms of body adornment through piercings (rings, posts, studs), tattoos, and surgical modifications such as implanted horns, furrows, or split tongues. Following Simmel, adornment can be seen as a means of inclusion within a group and differentiation from others. The practitioners of extreme body modification label themselves “urban primitives,” who see themselves rejecting global modernity, the occupation-based status hierarchies of the dominant occupational system and its shallow, materialistic culture. They see themselves as a moment of the “transvaluation of values” in which Dionysian passion triumphs over Apollonian control and restraint. This is especially evident in various genital decorations in which what heretofore has been private and exposure was a matter of shame. There has been a “cultural transformation of the pubic sphere.” While such groups find community, identity and recognition, they must also be understood as a key ingredient of the city in a global age in which diversity, cosmopolitanism, and the offbeat constitute essential moments of urban ambience.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.