Limitations of traditional Boolean searching are claimed to be overcome by two alternative search systems: DR‐LINK, a linguistic search system, and TARGET, a relevance ranking…
Abstract
Limitations of traditional Boolean searching are claimed to be overcome by two alternative search systems: DR‐LINK, a linguistic search system, and TARGET, a relevance ranking system. This paper compares the system and search features of both and describes conceptual differences in system design. A series of test questions was developed to test the retrieval effectiveness of both search systems. A controlled dataset was used to measure the results. System features are compared and discussed. Relevance overlap and search capabilities are evaluated and results are presented.
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Allison S. Gabriel, David F. Arena, Charles Calderwood, Joanna Tochman Campbell, Nitya Chawla, Emily S. Corwin, Maira E. Ezerins, Kristen P. Jones, Anthony C. Klotz, Jeffrey D. Larson, Angelica Leigh, Rebecca L. MacGowan, Christina M. Moran, Devalina Nag, Kristie M. Rogers, Christopher C. Rosen, Katina B. Sawyer, Kristen M. Shockley, Lauren S. Simon and Kate P. Zipay
Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being…
Abstract
Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.
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Nicholas P. Salter, Jenna-Lyn R. Roman and Ngoc S. Duong
Organizational research on diversity, equity, and inclusion (DEI) is at times siloed; the experience of one minoritized or underrepresented group is treated as completely separate…
Abstract
Organizational research on diversity, equity, and inclusion (DEI) is at times siloed; the experience of one minoritized or underrepresented group is treated as completely separate and different from the experience of another group and thus research separately. For example, there are terms that are studied only in the context of one group, and a different term is used to study a very similar (or identical) concept among a different group. Indeed, there are many unique experiences that specific minority groups encounter at work. Because of this end, minority groups should not be fully categorized together, and their individual should not be erased. However, there are shared experiences that many or all minorities experience at work, whether they are a gender minority, racial minority, or a member of any other minoritized group. Recognizing these shared experiences can help scholars develop a deeper understanding of what it's like to be minoritized or underrepresented at work, and therefore help to better serve these communities. To this end, our chapter highlights three such shared but unique minority experiences: three experiences that are common across all minority groups but operationalize slightly differently in different populations. The first experience we discuss is discrimination, as all minorities typically experience some form of negative differential treatment at work. The second experience we discuss is identity management, as many minorities need to actively think about how they present their minority identity to others (regardless of if their identity is “concealable” or not). Finally, we discuss strength through adversity, as many minorities argue that their minority identity is a source of strength and an area that benefits them at work. We conclude the chapter with a call toward intraminority solidarity, suggesting that recognizing shared experiences and working together can help build better workplaces for all minority employees.
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Karen McIntush and Karla Adelina Garza
Disillusionment among novice teachers often sets in upon entering the teaching profession. Unfortunately, this disillusionment often leads to novice teachers leaving the…
Abstract
Disillusionment among novice teachers often sets in upon entering the teaching profession. Unfortunately, this disillusionment often leads to novice teachers leaving the profession at high rates, with underserved schools more adversely impacted by their departure. This chapter explores the sources of burnout via the lived experiences of three novice teachers and the impact that burnout had on their intent to remain in the profession. The “reality shock” teachers experience will be exposed through teachers' personal stories while examining the sources of support and strength teachers sought from both within their learning community and beyond, and how those served as a means to survive the novice years.
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Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
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.
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Miguel Wilson, Sayoni Ghosh and Kendra Jason
Studies and programming on belonging in higher education tend to focus on college students’ sense of belonging, but the experiences of faculty and staff are equally important…
Abstract
Purpose
Studies and programming on belonging in higher education tend to focus on college students’ sense of belonging, but the experiences of faculty and staff are equally important. Minoritized faculty and staff disproportionately report lower levels of sense of belonging and experience greater turnover outcomes. A sense of belonging among faculty and staff lessens their intention to quit, facilitates research collaboration and increases organizational commitment.
Design/methodology/approach
In this scoping review, we analyzed 24 articles yielded from three databases (Academic Search Complete, JSTOR and Web of Science) that synthesize extant literature on faculty and staff’s sense of belonging.
Findings
We found that a sense of belonging for faculty and staff (1) is often examined without being consistently defined; (2) can be hindered by the stigmatization of minoritized identities (e.g. race, gender and class), exclusive organizational policies and the academy’s socio-political structure remain barriers to a sense of belonging and (3) can be fostered through social support, celebrating professional legitimacy and valuing diversity.
Originality/value
This study details the educational landscape of sense of belonging for faculty, and call for more attention to sense of belonging for staff, so that higher education institutions can utilize organizational policies and interventions to help foster a sense of belonging, which can lead to an increase in productivity, retention and job satisfaction.
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Clayton Smith, Geri Salinitri and Kendra Hart
This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best…
Abstract
Purpose
This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best practices for implementing peer-mentoring programs by higher education institutions.
Design/methodology/approach
Qualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.
Findings
Common challenges and benefits of peer mentoring for teacher candidate mentors and mentees are identified. The importance of embedding reflective practice in programs is discussed, highlighting strategies for improving reflection and engagement.
Research limitations/implications
This exploratory study has limitations. Due to the small sample size, thematic saturation may not have been reached. There is a lack of prior research on the topic of peer mentoring in an undergraduate, pre-service education context. These factors indicate room for further exploration on this topic. This study reveals areas for further research. Research on best practices for the implementation of peer mentoring experiences for teacher candidates should be continued with larger sample sizes, and mixed methodologies. Differences in best practices in online and in-person peer mentoring programs for teacher candidates could be investigated. The value of mentoring as a reflective tool for professional growth should be further explored. The adequacy of structured and reflective peer mentoring as an adjunct or substitute for traditional mentoring by staff advisors may be of interest to provide more professional growth opportunities to teacher candidates at earlier stages and lower costs for institutions.
Practical implications
To overcome common challenges associated with low engagement from mentees, both the mentor and mentee positions should be framed as active roles in a partnership essential for professional growth. Ideally, facilitators should designate time within the curriculum, such as course or lab time, in which mentors and mentees can meet. To increase mutual engagement, preservice education programs should make both roles mandatory, or offer each role as a credit course with academic incentives for assignments that demonstrate quality self-reflection and engagement.
Social implications
Rather than viewing themselves as passive recipients of mentoring services, mentees can take ownership through engaging in valued mentee responsibilities, such as identifying needs, and communicating proactively. How mentee and mentor roles are perceived, and enacted, may be influenced by whether programs are presented as supports by mentors for mentees, or reciprocal professional partnerships required for mutual growth.
Originality/value
The research offers insights into how peer-mentoring programs for teacher candidates can be structured to address pitfalls, enhance professional development, and support undergraduate teacher-learners. Practical recommendations for program coordinators and institutions are offered.
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Margie Foster, Hossein Arvand, Hugh T. Graham and Denise Bedford
In this chapter, the authors define the new business term, future-proofing, and apply it to knowledge preservation and curation. The fundamental principles of future-proofing and…
Abstract
Chapter Summary
In this chapter, the authors define the new business term, future-proofing, and apply it to knowledge preservation and curation. The fundamental principles of future-proofing and the challenges and mechanics are discussed. These challenges are discussed in developing future-proofed knowledge preservation, and a curation strategy is identified. The authors identify four challenges to future-proofing a knowledge preservation and curation strategy – availability, visibility, accessibility, and consumability of knowledge assets. Ultimately, the greatest challenge to future-proofing these strategies lies in the channels we use to create, transmit, share, and store knowledge assets. At a minimum, the chapter speaks to the critical importance of future-proofing the preservation of knowledge assets, so there is a possibility of curation at some point in a known or unknown future.
Malissa Alinor and Yvonne Chen
This study explores the coping strategies employed by people of color in response to racial discrimination and examines how cultural norms inform these strategies.
Abstract
Purpose
This study explores the coping strategies employed by people of color in response to racial discrimination and examines how cultural norms inform these strategies.
Methodology
In-depth qualitative interviews were conducted with 34 Black and Asian Americans about their experiences with racial discrimination.
Findings
Findings reveal that participants cope through humor, seeking social support on social media, from family and friends, and through avoidant coping strategies. Seeking social support from empathetic others, especially when they shared the same racial background as participants, contributes to feelings of comfort, sanity, and a sense of community. Group differences emerge in seeking family support with Black Americans more likely to seek parental support, likely because of racial socialization practices by their parents that prepared them for experiencing bias. Asian Americans preferred talking to siblings or cousins, citing a cultural gap between them and their parents.
Research Implications
The study underscores the importance of considering the quality of social support, not just its use, as a buffer against harms related to discrimination.
Social Implications
Racial discrimination is a routine experience for many people of color. This study demonstrates how the type of coping strategy matters for coping with the distress that often accompanies these experiences.
Originality
In contrast to monoracial-focused studies, this research demonstrates the convergence and divergence of coping strategies among different racial groups.
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Mehmet F. Dicle and Kendra Reed
As investors’ fear has an impact on their risk-return tradeoff, this fear leaves markets susceptible to sudden and large fluctuations. The purpose of this study is to suggest…
Abstract
Purpose
As investors’ fear has an impact on their risk-return tradeoff, this fear leaves markets susceptible to sudden and large fluctuations. The purpose of this study is to suggest regulators to amend their precautionary methods to recognize the difference in investor behavior for high-risk periods versus low-risk periods.
Design/methodology/approach
The authors empirically show the difference in investor response to changes in expected risk as a function of level of risk. They then show different return patterns for high-risk and low-risk days. Their approach is implemented to evaluate whether investors’ reaction is the same to changes in risk during high-risk versus low-risk periods.
Findings
The results indicate that the negative return response to incremental increases in risk is significantly higher for periods of high versus low expected risk, with high defined as risk levels above long-run normal.
Research limitations/implications
Investors’ increased response to changes in risk exposes financial markets to higher likelihood of sudden and larger fluctuations during high-risk periods. Regulator-imposed circuit breakers are designed to protect markets against such market crashes. However, circuit breakers are not designed to account for investor behavior changes. The results show that circuit breakers should be different for high- versus low-risk periods.
Practical implications
A circuit breaker that is designed to protect investors against large drops should be amended to have a lower threshold during high-risk periods.
Originality/value
The contribution is, to the authors’ knowledge, the first research effort to evaluate the effects of differences in investor behavior on investor reactions and regulator imposed fail-safes. During the times of extreme market risk, the proposed changes may enable circuit breakers function their intended purposes.