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Network resources have become widely used by libraries in recent years. More than ever before, librarians are expected to become familiar with such tools as electronic mail, file transfer protocol (ftp), and Internet‐accessible online catalogs. Many online professionals consider Usenet to be the world's largest computer network and an essential resource to academics, yet it has received little attention from the library community. This article will provide a brief description of Usenet and discuss how it may be applied to library settings.

Usenet is one of the most widely used services on the Internet. Recently, a handful of articles dealing with the mechanics and personal use of Usenet have appeared in the library literature, but little attention has focused on Usenet as a reference tool. This is unfortunate, since Usenet has the potential to serve as a valuable reference source to answer questions. With Usenet we have the ability to query the knowledge of a large well‐educated population on just about any subject from computers to popular culture. A question posted to the proper group on Usenet will often receive responses within hours. This article provides a brief introduction to Usenet and how it can be used for reference work, plus a guide to some of the issues involved with posting reference questions to Usenet. But first, I offer two examples of reference questions that I have answered using Usenet as a source.

The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

Development of economic understandings fosters the growth of democratic citizenship competencies. Elements of popular culture should be recognized for the influence they have on children’s economic decisions. Children should learn of the concept of popular culture to regulate its effect on their habits and understand how it has shaped the lives of people throughout history. The paper aims to discuss these issues.

Using a C3 inquiry investigation, this study explored if students from fifth grade to kindergarten could be engaged in higher-level thinking about economic concepts through the analysis of elements of popular culture in historical primary sources and then continue that analysis into popular culture of their own lives. Analyses of students’ discussions during each stage of the study provide descriptive statistics and themes to reveal understandings.

Results imply that children can successfully engage in document analysis and creation of accurate present-day popular culture artifacts and that children in second grade and above were subsequently influenced in their economic understandings about spending and saving money from popular culture analyses. Children in first grade and kindergarten were not successfully able to express these deeper connections, which may be explained by cognitive theory offered for this age range.

This research offers a unique way of combining the analysis of historic and present-day primary sources in order to understand the influences popular culture can have on economic-based behaviors. Novel approaches, which use the C3 framework to engage students in higher-order thinking of social studies disciplines, will help build stronger democratic citizenship competencies in children.

As many of the next generation leaders are currently on college campuses, endorsing green buildings can foster environmental stewardship among the student body. However, marshalling in the social sphere of sustainability is also critical to cultivate more supportive and inclusive communities. With this in mind, a chief component of the social sphere within sustainability is equal opportunity. Relating equal opportunity to green campus buildings, the question presents itself: Do all campus users have accessibility to and within these green campus buildings from a social equity perspective?

To begin to answer this question, student team project deliverables were analyzed for building accessibility among a sample of Leadership in Energy and Environmental Design (LEED) buildings on the Blacksburg campus of Virginia Tech.

While findings suggest the vast majority of Americans with Disabilities Act (ADA) requirements are being met overall within the sample of LEED buildings at Virginia Tech and in some cases exceeded, recommendations are put forward to foster an even more inclusive campus environment.

While the literature shows that ecological sustainability and accessibility can be considered together, no studies were found focusing on accessibility of green certified campus buildings. This is an important area of study, as all members of the campus community deserve full access to campus buildings, especially LEED buildings that have been shown to have increased occupant benefits. This study begins to fill the gap by examining LEED certified buildings at the Virginia Tech campus in Blacksburg, VA through a student lens.

This article explores the community recovery and resilience element of “building back better” (BBB) through the perspectives and experiences of community influencers who provided psychosocial supports after the 2013 floods in southern Alberta, Canada.

The Alberta Resilient Communities (ARC) project adopted a community-based research methodology to examine the lived realities of children, youth, families and their communities postflood. In-depth semistructured interviews were conducted with 37 community influencer participants representing a range of organizations including not-for-profit agencies, community organizations, social service agencies and government departments.

The findings were drawn from the interviews held with community influencers in flood-affected communities. Major themes include disaster response challenges, insufficient funding for long-term disaster recovery, community partnerships and collaborations and building and strengthening social capital.

Findings demonstrate the need to build better psychosocial services, supports and resources in the long term to support community recovery and resilience postdisaster for children, youth and families to “build back better” on a psychosocial level.

Local social service agencies play a key role in the capacity of children, youth and families to “build back better” postdisaster. These organizations need to be resourced and prepared to respond to psychosocial needs in the long term in order to successfully contribute to postdisaster recovery.

The findings illustrate that adopting a psychosocial framework for disaster recovery can better inform social service disaster response and long-term recovery plans consistent with the BBB framework. Implications for social service agencies and policymakers interested in fostering postdisaster community recovery and resilience, particularly with children and youth, are presented.

This paper illuminates our journey as accounting educators by exploring accounting as a technical, social and moral practice towards decolonising ourselves. It lays the foundations for decolonising the higher education curriculum and the consequences for addressing the Sustainable Development Goals (SDGs).

This paper focuses on the potential to foster a space for praxis by adopting dialogism-in-action to understand our transformative learning through Jindaola [pronounced Jinda-o-la], a university-based Aboriginal knowledge program. A dialogic pedagogy provided the opportunity to create a meaningful space between us as academics, the Aboriginal Knowledge holder and mentor, the other groups in Jindaola and, ultimately, our accounting students. Since Jindaola privileged ‘our way’ as the pedagogical learning process, we adopt autoethnography to share and reflect on our experiences. Making creative artefacts formed the basis for building relationships, reciprocity and respect and represents our shared journey and collective account.

We reveal our journey of “holding to account” by analysing five aspects of our lives as critical accounting academics – the overarching conceptual framework, teaching, research, governance and our physical landscape. In doing so, we found that Aboriginal perspectives provide a radical positioning to the colonial legacies of accounting practice.

Our journey through Jindaola contemplates how connecting with Country and engaging with Aboriginal ways of knowing can assist educators in meaningfully addressing the SDGs. While not providing a panacea or prescription for what to do, we use ‘our way’ as a story of our commitment to transformative change.