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In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs.

This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students.

This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching.

This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.

Objectivism is the critical lens used to view organizational communication of the U.S. Department of Homeland Security (DHS). The Government Performance Results Modernization Act of 2010 changed requirements for such communication by mandating that agencies like DHS emphasize performance goals and targets to be achieved in the upcoming years in their performance reporting. Interpretivism is the sense-making lens used to view changes in performance reporting. This study focuses on performance target reductions, new performance measures, and retired performance measures documented in a DHS annual report. Nineteen performance measures were selected and discussed from empirical interpretivist and institutional interpretivist lenses. When intepretivism cannot match what is reported with what would appear to be logical, administrative ironies are established.

There is little research addressing the delivery of training for health professionals who are interested in using cognitive-behaviour therapy (CBT) techniques as an adjunct to their current role. This paper describes the establishment and evaluation of a CBT training course to develop CBT skills in staff working with people with intellectual disabilities in Trust healthcare settings. The course would enable staff to learn how they could incorporate these skills into their daily practice to help them understand and work more effectively with people with intellectual disabilities.

A CBT training course was designed to teach staff the use of a number of basic and specific CBT techniques and principles that staff could use within their current roles. Specific issues in relation to people with intellectual disabilities were included, e.g. understanding cognitive deficits as well as cognitive distortions. The course ran for six sessions on a fortnightly basis, followed by a two-month follow-up session. Participants completed a pre- and post-assessment questionnaire and kept a reflective diary.

The training clearly focused on teaching skills that were feasible for staff to use in their own work settings. The evaluations, especially from the reflective diaries and the post-course questionnaires clearly demonstrated that this aim was achieved.

This was a pilot study as there has been no previously published evidence of using this approach within intellectual disabilities services. A further training course has been planned to continue evaluating the effectiveness of this approach.

The purpose of this paper is to explore the sonic vibrations, infectious rhythms and alternative frequencies that are often unheard and overlooked within mainstream educational spaces, that is, perceptually coded out of legibility by those who read/see/hear the world through “whiteness.”

“Plugging into” (Jackson and Mazzei, 2012) posthuman theories of affect (Deleuze and Guattari, 1987; Henriques, 2010) and assemblage (Weheliye, 2014), the author argues that “literate bodies,” along with all forms of matter, continually vibrate, move, swell and rebel (Deleuze, 1990), creating momentum that is often difficult not to get tangled up in.

This paper maps out how a specific sociohistorical concept of sound works to affectively orient bodies and impact student becomings, namely, by producing students as un/successful readers and in/human subjects. At the same time, the author attends to the subtle ways by which first graders rebelliously move (d) with alternative sonic frequencies to resist/disrupt mandated literacy curricula and white, patriarchal ways of knowing, being and doing.

This paper highlights the political nature of sound and how, within mainstream educational spaces, certain sonic frequencies become coded out of white supremacist models for knowledge transmission, which re/produce racialized (gendered, classist, etc.) habits and practices of listening/hearing. Literacy educators are invited to “(re)hear” the social in more just ways (James, 2020) by sensing the affects and effects of more-than-human “sonic bodies” (Henriques, 2011), which redirect us to alternative rhythms, rationalities, habits and practices that challenge normative conceptions of what counts as literacy and who counts as successfully literate.

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

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.

Drawing on the personalization–privacy paradox and guided by means–end analysis, this study explores how consumers balance their concerns for privacy and the benefits of smart home device personalization and the role that trust plays in the process. More specifically, this study aims to investigate how perceptions of smart device personalization and privacy concerns are shaped by consumers’ experiences and the role of trust in the deliberation process.

In-depth interviews were conducted across diverse demographic groups of smart device users to shed light on the balancing act between personalization and privacy.

The study found that product experience, ownership type, perceived value of convenience and control and quality of life via “smart things” are key motivators for product usage. The benefits of tailored recommendations and high relevance are balanced against the risks of echo chamber effects and loss of control. The results also show the role of active involvement in the privacy calculus and trust level. The study points to the significance of an ecosystem-based service/business model in gaining consumer confidence when they balance between personalization and privacy.

Although many studies have explored trust, privacy concerns and personalization in an artificial intelligence (AI)-related context, few have addressed trust in the context of both smart devices and the personalization–privacy paradox. As such, this study adds to the existing literature by incorporating the concept of trust and addressing both privacy concerns and personalization in the AI context.

The study aims to test the applicability of a variant of the model proposed by Hockerts (2017) for assessing the social entrepreneurial intention (SEI) of male and female students. It extends the model by incorporating the university's environment and support system (ESS) as an additional more distal construct. The university's ESS, coupled with the experience with social, cultural and environmental issues can affect SEI by influencing the more proximal precursors of empathy towards others, perceived self-efficacy, perceived community support and social, cultural and environmental responsibility.

A structured non-disguised questionnaire was administered to students at a Canadian university. A sample of 485 usable responses was analysed by means of second-order structural equation modelling.

The results provide confirmation that the proposed model is a multi-group invariant and appropriate for analysing the SEI of male and female students. They also show that the university's ESS helps predict SEI indirectly through the complete mediation of the more proximal antecedents.

The questionnaire is limited to universities with social innovation and entrepreneurship initiatives.

Outcomes of the study can help universities assess the efficacy of their social innovation and entrepreneurship initiatives for instilling a social entrepreneurial mind-set in students. Consequently, universities will be better equipped to raise the perceptions of venture feasibility and desirability, thus increasing students' perceptions of opportunity.

The study advances the social entrepreneurial knowledge of the university's effect on the precursors of SEI.

This article seeks to suggest that pedagogical forums published in two major professional associations' publications can contribute to the literature on collection for academic historians.

The author surveys the literature on historians' information needs and surveys articles published in the pedagogical forums for what they reveal about historians' use of electronic resources.

The forums provide useful bibliographic information regarding e‐resources for faculty and collection officers alike; additionally, they provide a useful starting point for discussions of desired learning outcomes, leading to better support for teaching/curricular needs.

Findings are limited to academic historians and are also skewed toward US historians, since more articles on e‐resources appeared in the forum dedicated to US‐historical pedagogy than in the forum encompassing historians of all areas.

Similar research could be done on pedagogical forums in other academic fields.

This paper examines a field's pedagogical methodology to draw conclusions about collections management for that field.

This paper aims to broaden the conversation regarding STEAM by investigating the new form of education. The novelty of science, technology, engineering, art and mathematics (STEAM) instruction in K-12 classrooms means few cases of STEAM teaching are documented in depth.

As part of a larger multi-year study researching STEAM teaching practices in 14 middle school classrooms in the southeastern USA, the article first summarizes prior research findings and then presents ideas for higher education and K-12 researchers to consider when incorporating STEAM teaching in pre-service education, professional development and in classrooms. Then, the authors use a second-order narrative approach to describe three cases of teachers enacting STEAM practices in classrooms.

Drawing on the notion of “remixing” education in the context of STEAM, the authors show how each teacher alters existing practices, instead of offering entirely new instruction, as they implement STEAM teaching.

With few cases of STEAM teaching detailed in the depth, this paper advances the understanding of STEAM teaching practices in K-12 classrooms.