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The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP).

This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice.

Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan.

This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.

In today's digital environments, online engagement is a critical component of achieving successful, sustainable impact. Building an online presence that extends beyond the walls of academia is therefore an essential part of developing as a scholar during any stage of the career span. In this chapter, we discuss career-wide approaches for establishing yourself as a “networked scholar” (Goodier & Czerniewicz, 2015) to build connections and foster communication. We also explore ways to engage your audience through open, public outputs (publications, graphics, websites, profile tools, etc.). Using the key strategies presented, scholars can build an online academic presence and increase their scholarly visibility on the web or through social media. At the core of this chapter is an exploration of how academics can develop and communicate about themselves and their research interests, to achieve their goals both in the near-term and across their career span. While the approaches presented are not prescriptive, they are intended to encourage the reader to generate a plan for online engagement that helps establish their scholarly identity. These tried and tested activities can be leveraged for engaging different audiences in research in ways that promote networked scholarship and create pathways to impact.

Evaluates the effects of shipwrecks and peoples’ reactions following them, with regard to their feelings of preventability on someone’s part. In particular to the Erika in 1989, and the Prestige in 2002. The European Union (EU), which theretofore seemed to be neglecting maritime safety appears to have developed a maritime culture. The EU seems to have adopted the International Maritime Organisation’s (IMO) attitude regarding safety protocols, which must be a right and proper thing to do. Concludes that shipping has needed, and is now receiving, a proactive approach with regard to safety from the EU which should limit, as far as possible, disasters of both a human and ecological kind for the maritime world.

Black fathers, and specifically fathers who identify as African American, represent a group of parents who are at once not well understood and pervasively stereotyped in negative ways. In this chapter, we describe the risks and resilience of Black fathers and their children, with a special focus on mental health and coping with stress. We emphasize a cultural practices approach that takes into account both the risks specific to Black fathers’ capacity to parent their children and a theoretical foundation for understanding the inherent strengths of Black men and their families. Finally, we address the need for early childhood educators to partner with Black fathers as a means to best support children and their families.

This paper aims to identify the documented effects of the COVID-19 pandemic on early career researcher (ECR) activity, development, career prospects and well-being.

This is a systematic literature review of English language peer-reviewed studies published between 2020 and 2021, which provided empirical evidence of the impact of the pandemic on ECR activity and development. The search strategy involved online databases (Scopus, Web of Science and Overton); well-established higher education journals (based on Scopus classification) and references in the retained articles (snowballing). The final sample included 11 papers.

The evidence shows that ECRs have been affected in terms of research activity, researcher development, career prospects and well-being. Although many negative consequences were identified, some promising learning practices have arisen; however, these opportunities were not always fully realised. The results raise questions about differential effects across fields and possible long-term consequences where some fields and some scholars may be worse off due to priorities established as societies struggle to recover.

There is a need for revised institutional and national policies to ensure that sufficient measures are implemented to support ECRs’ research work in a situation where new duties and chores were added during the pandemic.

This paper provides insights into the impacts of the initial societal challenges of the pandemic on ECRs across disciplines that may have long-lasting effects on their academic development and well-being.

The study aims to explore and explain the affordances and constraints of two-mode virtual collaboration as experienced by a newly forming international research team.

This is self-reflective and action-oriented research on the affordances and constraints of two-mode virtual collaboration. In the spirit of professional development, the authors (nine researchers at different career stages and from various counties) engaged in a joint endeavour to evaluate the affordances and constraints of virtual collaborations in light of the recent literature while also researching the authors' own virtual collaboration during this evaluative task (mid-January–April 2021). The authors used two modes: synchronous (Zoom) and asynchronous (emails) to communicate on the literature exploration and recorded reactions and emotional responses towards existing affordances and constraints through a collective journal.

The results suggest both affordances in terms of communication being negotiable and evolving and constraints, particularly in forming new relations given tools that may not be equally accessible to all. Journaling during collaborations could be a valuable tool, especially for virtual collective work, because it can be used to structure the team supported negotiation and discussion processes, especially often hidden processes. It is evident that the role of a leader can contribute to an alignment in the assumptions and experiences of trust and consequently foster greater mutual understanding of the circumstances for productive team collaborations.

The findings of this study can inform academics and practitioners on how to create and facilitate better opportunities for collaboration in virtual teams as a rapidly emerging form of technology-supported working.

In this study, the authors want to identify current possible causes for citing and referencing errors in scholarly literature to compare if something changed from the snapshot provided by Sweetland in his 1989 paper.

The authors analysed reference elements, i.e. bibliographic references, mentions, quotations and respective in-text reference pointers, from 729 articles published in 147 journals across the 27 subject areas.

The outcomes of the analysis pointed out that bibliographic errors have been perpetuated for decades and that their possible causes have increased, despite the encouraged use of technological facilities, i.e. the reference managers.

As far as the authors know, the study is the best recent available analysis of errors in referencing and citing practices in the literature since Sweetland (1989).