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The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

This article provides a report on the extent and nature of sexual harassment by patients towards staff. The analysis is based on a large medium secure psychiatric unit in the UK.

Healthcare delivery faces increasing pressure to move from a provider-centered approach to become more consumer-driven and patient-centered. However, many of the actions taken by clinicians, patients and organizations fail to achieve that aim. This paper aims to take a paradox-based perspective to explore five specific tensions that emerge from this shift and provides implications for patient experience research and practice.

This paper uses a conceptual approach that synthesizes literature in health services and administration, organizational behavior, services marketing and management and service operations to illuminate five patient experience tensions and explore mitigation strategies.

The paper makes three key contributions. First, it identifies five tensions that result from the shift to more patient-centered care: patient focus vs employee focus, provider incentives vs provider motivations, care customization vs standardization, patient workload vs organizational workload and service recovery vs organizational risk. Second, it highlights multiple theories that provide insight into the existence of the tensions and how they may be navigated. Third, specific organizational practices that engage the tensions and associated examples of leading organizations are identified. Relevant measures for research and practice are also suggested.

The authors develop a novel analysis of five persistent tensions facing healthcare organizations as a result of a shift to a more consumer-driven, patient-centered approach to care. The authors detail each tension, discuss an existing theory from organizational behavior or services marketing that helps make sense of the tension, suggest potential solutions for managing or resolving the tension and provide representative case illustrations and useful measures.

Teachers are professionals accredited by society to educate the younger generation for their future. Therefore, their feelings of entitlement are based both on their sense of their role and their awareness of their students' successes. However, it is necessary to define the term teacher entitlement. Every teacher must feel entitled to teach, i.e., have the necessary disciplinary knowledge and pedagogical-didactic skills in order to feel confident enough to do so, but should never feel so entitled as to ignore that we now live in a dynamic world where approaches to education change much more rapidly and methodologies must adapt. Teachers who base their sense of entitlement on their past successes and refuse to adapt are seen as having excessive entitlement that harms their students' preparation for life as productive adults. Examining the complexity of teachers' roles through different eras of education and different periods of teachers' careers serves as the core of this chapter which examines teachers' justified and unjustified feelings of entitlement and their influence on their work, with particular focus on two issues that affect aspects of teacher entitlement: inclusion of students with special needs and the effects of cultural diversity on learning development.

Awareness of developments taking place in Africa is essential for non‐African economies, commercial interests, and investors; and also for governmental, diplomatic, and political interests. Reference librarians may find themselves faced with more and varied questions concerning African affairs and current events, and may be asked to supply more than just general answers about Africa. This article presents resources for developing an understanding of African affairs, and keeping up‐to‐date with African economics, governance, and development issues on a day‐to‐day basis.

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: generativity and Psychological Capital. Six themes emerged: (a) curricular training, (b) exposure to leadership outcomes, (c) being mentored by peers, (d) experiences with mentee, (e) reflection, and (f ) observing a ripple effect. These themes offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.

The right of individuals to particular privileges or benefits is a natural expectation in any workplace. Yet, the concept and practice of “entitlement” is especially crucial in faculties of education where preservice teachers are being prepared to be fully-fledged teachers. In this context, academic administrators shoulder the responsibility of supporting the “well-being” of faculty members. The purpose of this study is to investigate faculty members' experiences of being exposed to excessive entitlement through the faculty well-being lens. The study group is composed of seven faculty members working in faculties of education at foundation universities (universities funded by philanthropies) in Turkey. Faculty members' narrative accounts related to their exposure to excessive entitlement were analyzed within the framework of three dimensions of faculty wellness: (1) thriving, (2) struggling and (3) suffering. The stories shared in this chapter provide unique insights for faculty members and academic administrators about work–life balance, which contributes to a culture of well-being among student teachers and faculty members.

Science is a form of narrative that is regarded as the prime generator of knowledge. What about other forms of narratives such as novels and dramatic films? Claims this question is particularly important in organizational science because its narrative nature is easier to detect than is the case with the physical sciences. Using the metaphor of organizations as texts, contends that narrative fictions, especially films, are valuable sources in the study of organizations. What organizational researchers and film writers do are strikingly similar. For example, they enact rather than discover, test ideas against evidence, generalize, raise testable questions about the social world, and stay focused on the complexity of experience. An analysis of the film Rising Sun illustrates the use of narrative fiction as texts for organizational analysis. Discusses the implications of this approach.

Higher education institutions (HEIs) are participants in and creators of internationalization, which the COVID-19 pandemic significantly interrupted and altered. The research presented here examines ways the COVID-19 pandemic impacted, impacts, and will impact prior, contemporary, and future internationalization in higher education worldwide. The themes of (1) leadership and policy, (2) mobility and experience, and (3) learning technology guide the discussion and suggest provocative questions arising from a review of the chapters in this volume. The authors also propose a framework for examining the COVID-19 pandemic’s effects on higher education internationalization, which considers the intersection between time (pre-, peri-, and post-pandemic) and level of activity (micro, meso, and macro).

In the 21st century, placing higher education institutions in the global world has become the norm. Therefore, many higher education institutions in Ghana and across the globe have set out to internationalise or become world-class universities as part of their strategic ambitions. Thus, finding ways to become visible on a global scale and transcend beyond the countries in which they operate has become of major interest to most universities. The authors of this chapter were curious to determine how universities adopt imported organisational templates as a strategic ambition. One should not assume that the semblance of such imported concepts is mere institutional isomorphism stemming from internationalisation and globalisation. The study employed semi-structured interviews and institutional documents as data collection tools among ten (10) university actors in a flagship university in Ghana. The study used postcolonial theory to critically examine the drivers and current practices embedded in dominant hegemonic global discourses, such as internationalisation. The findings revealed that the drivers and reforms underpinning university internationalisation ambition are framed within economic rationalities, producing human capital, self-marketisation to promote visibility, and a quest for global competition couched within global neoliberal ideology. The study recommends the need for university actors to (re)focus and (re)evaluate university internationalisation discourse to ensure a balance between local relevance and global forces.