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This paper aims to examine the development and use of a scaffolded‐social learning network (S²LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S²LNs afford for participants.

Remix World was integrated into the Digital Youth Network (DYN) in‐school and after‐school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.

The data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors' efforts to integrate the site into their classes increased the number of users and activities on Remix World.

Integrating a media‐based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students' posts to reach curricular and programmatic learning goals.

This study explores how features and affordances of social networking sites can be redesigned to intentionally support in‐school pedagogical use that promotes transformative communication and the development of critical, new media literacies.

Research is needed regarding how to influence young adults’ patterns of cell phone use while driving, amid social pressures to stay connected to their peers. Such insight could form the basis of a social marketing campaign. This study aims to explore the potential of inoculation and narrative messages as strategies to protect (i.e. generate resistance against) negative attitudes toward texting and driving.

Using a three-phase experiment, the investigation explored the impact of different communication message strategies (i.e. inoculation, narrative, control) aimed at reducing texting while driving.

Results indicated that, for college students exposed to messages in support of texting and driving, inoculation messages were superior to both narrative and control messages. These findings can guide the development of strategic social marketing interventions.

Social marketing scholars and practitioners should consider weaving inoculation messages throughout social marketing campaigns focused on this important issue.

To the authors’ knowledge, this is the first study to evaluate and compare inoculation and narrative strategies in the context of texting and driving.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

This paper aims to test a nudge, or intervention, designed through behavioral insights at a university campus to discover cost-effective means for increasing recycling participation and methods for estimating waste removal cost savings.

A series of studies were conducted demonstrating the effectiveness of behaviorally based recycling interventions. Study locations included an academic building, a performing arts/studio arts building, a sports complex and a campus library. All locations already had robust and visible recycling programs in operation. Following an observation period, modifications were made to the locations of waste and recycling containers. Waste auditing procedures were used to quantify existing waste diversion rates, and changes to those rates following changes in choice architecture.

Waste diversion rates improved and significant reductions in the proportion of recyclable materials in the trash were observed at all four study locations. Results indicate that the nudge of changing choice architecture can enhance recycling programs that are already recognized as successful. This paper also explains methods for estimating waste removal, which are important as it enables calculations of cost savings from such interventions. Finally, targeting plastic bottles to increase return on investment is recommended.

Other colleges and universities can apply these methods to improve existing recycling programs and realize cost savings.

This is the first study to investigate the use of a nudge on waste management issues on a university campus. An easy-to-replicate method, which allows measuring realized cost savings, is explained.

This study aims to represent the initial impact analysis of a human resource development (HRD) intervention – the Center for Human and Organizational Potential (cHOP) – for faculty and staff at an academic medical center in the Midwestern US. cHOP seeks to unleash faculty and staff potential and advance organizational outcomes by fulfilling employees’ basic psychological needs, posited by self-determination theory (SDT, Ryan and Deci, 2000): competence, autonomy and relatedness.

Using Cianciolo and Regehr’s (2019) layered analysis framework as a guide, the authors conducted a program evaluation to analyze, in-depth, the nature and impact of two representative cHOP programs: Accelerate and BOOST. Specifically, the authors examined whether the implementation of these programs was consistent with SDT, as reflected in participants’ reported program experiences (i.e. “Did the intervention, in fact, occur as intended?”). The authors also examined program outcomes and opportunities for improvement based on program participants’ voices (i.e. did the intervention, implemented as intended, work?). Because SDT is a theory of individual motivation, the authors identified a need to evaluate outcomes at the individual level and beyond, broadly exploring what would happened if program participants’ basic psychological needs had been addressed. The aim was to determine the potential downstream consequences of intrinsically motivated faculty and staff, while promoting divergent thinking on program impact and sustainability.

Participants reported experiences suggest that Accelerate and BOOST addressed all three psychological needs and strengthened their intrinsic motivation to advance their leadership and career development and improve the performance of their teams and departments. These outcomes suggest the potential for impact at the individual level and beyond, such as the institution and external, professional societies.

The study assessed two representative programs among cHOP’s many offerings. A comprehensive study of cHOP’s impact, directly linking psychological need fulfillment and organizational impact, is beyond the scope of a single study and requires further research.

The authors suggest expanding scholarly discussions in the HRD and health professions education (HPE) literature to characterize the promise of HRD-HPE partnerships and to account for their impact more fully.

The study contributes to both HRD and HPE scholarship by providing a layered account of academic medical center (AMC) faculty and staff development using an HRD approach; and examining the impact of a theory- and evidence-based novel HRD intervention (i.e. cHOP) at the individual level and beyond in an AMC context.

In this chapter, I analyze how the intersection of geographic and social locations shapes ethnographic relationships in urban areas. While early urban ethnographers were acutely aware of the importance of geographic location, I argue that researchers’ social locations were ignored, obscuring how their bodies and social identities lead to different forms of knowledge about the metropolis. I use data from a two-year ethnographic research project conducted in Caracas, Venezuela as well as interviews conducted with women qualitative researchers to consider gendered dynamics of fieldwork experiences and data collection. Using a framework of embodied ethnography, which posits that all ethnographic knowledge is shaped by researchers’ bodies, I argue that men and women confront similar but distinct challenges while conducting fieldwork, and discuss what this means for data collection in cities. Specifically, I focus on how social control mechanisms, the gendered meanings attached to researchers’ bodies, and geographic barriers in urban areas can facilitate and restrict fieldwork. Critiquing hegemonic standards within ethnography that encourage researchers to leave their bodies out of their tales of the field, I advocate for the incorporation of gendered research experiences in our ethnographic writing with the aim of producing more complete narratives, but also to better prepare future ethnographers for fieldwork.

Contemporary art organizations play a key role in driving cultural tourism, offering visitors memorable experiences. Among the segments of visitors, young adults represent a key target because they are the most interested customers in contemporary arts and they represent 23% of the international travelers. Despite their relevance, little is known about their customer experiences in contemporary arts, and the resulting arts engagement. Although their contemporary arts experiences are expected to generate great benefits in terms of social, ethical, and economical values for the entire society, the relationship between young adults and contemporary arts is typically difficult to understand and, consequently, to facilitate. To address this issue, we run a complex qualitative research project. Distinguishing young adults between those who are familiar with contemporary arts and those who are not, we conduct four research projects by applying two qualitative techniques: the in-depth interview and the Zaltman Metaphor Elicitation Technique (Z-Met). Further, we extend the in-depth interviews to the contemporary arts experts. In total, 70 consumers and 10 experts participate in the research project providing cognitive and emotional insights by exploring barriers and benefits of consumption in contemporary arts. Our findings show that arts engagement is the key concept, linked to three levels of consumer reactions – cognitive, emotional, and social responses – and that it is caused by three antecedents, namely – involvement, sharing, and comprehension. Implications for the actors in the world of contemporary arts and cultural tourism are discussed to obtain higher levels of arts engagement among young adults, and, consequently, their attractiveness.

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.

This chapter uses Sandra Bem’s scholarship to demonstrate the intersections between developmental and social psychological approaches to understanding masculinity and femininity.

To highlight Sandra Bem’s contributions, we examined masculinity and femininity, broadly defined, from a socio-developmental theoretical perspective, conceptualizing gender development as embedded within a socio-historical context.

Our review of the literature illustrates that both age and social contextual features influence femininity and masculinity and more specifically that in childhood, adolescence, and early adulthood, femininity and masculinity vary depending on the sex (same- vs. other-sex) of those in the social context. Along with demonstrating the current utility and extensions of Sandra Bem’s research, we also emphasize the feminist and social justice applications of her body of work.

Weaknesses in the existing methodology where instruments are designed based on the assumption that masculinity and femininity are stable traits rather than characteristics that vary are discussed. Limitations to research focused on either social or developmental perspectives are highlighted and suggestions for a more integrative approach are provided.

Similar to how Sandra Bem’s work showed that sex and gender need not be linked, research and theory on the developmental and contextual specificity of gender also demonstrate that there is freedom in the expression of gender.

In this chapter, we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a three-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development – for both teachers and teacher leaders.

By tying video analysis to a shared observation instrument, we were able to target video clip selection for discussion and focus our analysis to support teachers across several states and school settings implementing a new approach to writing instruction. After a brief overview of the project for which videos were used, we describe the tools and protocols developed over time to ensure the efficient and powerful use of collaborative video analysis. We also share our experiences on the nature and outcomes of these collaborative sessions both in terms of teachers’ involvement and changes in practice over time.

We argue that the use of a common rubric to guide video clip selection, discussion, and analysis allowed teachers to strategically engage in “data reduction” – that is, not be overwhelmed by the amount of video data – and to use the videos as catalysts for conversations as well as evidence of what works well for individual students. As researchers, these sessions allowed us to ensure collaborative video analysis sessions were focused, efficient, and growth-oriented as well as sources of data for understanding trends in challenges and trajectories of growth for teachers implementing a new approach to instruction.

This work illustrates how researchers can use video for dual purposes – to conduct literacy investigations and to provide teachers with professional development involving video review and reflection.