Search results

Recent evidence indicates an increasing incidence of occupational violence (OV) towards paramedics. Body-worn cameras (BWC) have been posited as an intervention that may deter perpetrators, leading to a growing number of ambulance services introducing BWCs at a considerable financial cost. This study aims to investigate the impact of BWC on the incidence of OV towards paramedics.

A systematic review was conducted according to the JBI methodology. EMBASE, Cumulative Index to Nursing and Allied Health Literature, MEDLINE, Cochrane reviews, Cochrane Central Register of Controlled Trials, JBI systematic reviews, TROVE and Google Scholar were searched to identify primary research studies reporting on BWCs as an intervention against an outcome of OV incidence. Primary research papers, publicly-accessible government reports, peer-reviewed and grey literature, if published in English, were eligible.

The search identified 152 documents, of which 125 were assessed following the removal of duplicates. Following abstract screening then full-text review, there were no studies available to include in the review.

The introduction of interventions should be supported by evidence and an analysis of associated health economics. There is a need for ambulance services that have implemented BWC initiatives to make evaluation data available publicly for transparent review to inform decision-making elsewhere in the profession.

To the best of the authors’ knowledge, these findings represent the first investigation of BWCs as a strategy to reduce the incidence of OV towards paramedics. They highlight the need to apply research frameworks rigorously and transparently to OV reduction initiatives to ensure paramedics are protected by evidence-based strategies.

Climate change is upon us, and the soft landing window has almost certainly closed given the current pace of response. But climate change is only one of the huge issues facing humanity – indeed, the planetary boundaries model (Rockström et al., 2009; Steffen et al., 2015) ranks biodiversity loss and biochemical flows even further along the path of irreversible planet-threatening change. In the face of powerful inertia, how can we at least shape the hard landing that seems inevitable, where civilization as we know it will likely collapse to support the rising of much better ones? The SDG Transformations Forum supports development of powerful T-systems as a purposeful transformation strategy with this goal. To do so, the Forum has developed a strategy drawing from leading knowledge about how transformation happens, and creating systems change communities that are applying and advancing the strategy in the experimental, adaptive manner focused on deep learning and radical action.

Public library workers (PLW) in the United States can use critical information literacy pedagogy (CILP) as a framework for working with people who are incarcerated to combat oppression. PLW who teach information literacy in any capacity in carceral settings should honor their involvement in pedagogy and follow Paulo Freire’s pedagogical philosophy by rejecting humanitarian postures in favor of humanistic approaches. This can be accomplished by aiming to have both PLW and people who are incarcerated reach an awareness of and critique multiple information literacies, and for PLW to situate themselves alongside, not above, people in jails and prisons in an effort to authentically empower the incarcerated to re-enter society. This practice promotes social justice because it challenges the idea that information literacies associated with dominant groups – and thus, groups who are in power themselves – are intrinsically more valuable than information literacies engaged in by groups that are systematically disempowered. The chapter will end with prospective examples of PLW who participate in CILP in carceral settings.

This paper seeks to describe the theory of connectivism as a learning theory that provides a useful framework for understanding how students learn information literacy.

The paper explores the theory of connectivism and reviews established learning theories that inform the design of information literacy instruction. The author discusses new learning landscapes and emerging conceptualizations of information literacy that parallel the principles of connectivism.

Two emerging information literacy frameworks, metaliteracy and transliteracy, suggest the need for a unifying theory of how students learn information literacy concepts and skills. Literature describing metaliteracy and transliteracy articulates pedagogical practices that reflect a connectivist approach to information literacy instruction.

The paper encourages critical inquiry into the ways that emerging theories of learning can improve information literacy education.

Research examining the experiences of women in the workplace has, to a large extent, neglected the unique stressors pregnant employees may experience. Stress during pregnancy has been shown consistently to lead to detrimental consequences for the mother and her baby. Using job stress theories, we develop an expanded theoretical model of experienced stress during pregnancy and the potential detrimental health outcomes for the mother and her baby. Our theoretical model includes factors from multiple levels (i.e., individual, interpersonal, sociocultural, and community) and the role they play on the health and well-being of the pregnant employee and her baby. In order to gain a deeper understanding of job stress during pregnancy, we examine three pregnancy-specific organizational stressors (i.e., perceived pregnancy discrimination, pregnancy disclosure, and identity-role conflict) that are unique to pregnant employees. These stressors are argued to be over and above the normal job stressors experienced and they are proposed to result in elevated levels of experienced stress leading to detrimental health outcomes for the mother and baby. The role of resilience resources and learning in reducing some of the negative outcomes from job stressors is also explored.

This case study of a union organizing drive at a Whole Foods Market, the world's largest natural and organic foods supermarket chain, considers the impact of the company's employee participation scheme and the accompanying organizational narrative on the outcome of the unionization effort. By relying on the language and symbolism of the existing organizational narrative, union organizers were able to give meaning to their movement, but not without limiting the movement's potential for significant change and success. Ultimately, their efforts served to reinforce the organizational narrative and the existing employee participation scheme, not transform it. Based on this case study, I argue that organizational narratives are an important location of organizational control.

The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history.

The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities.

Three primary tensions emerged in teachers’ discussion: between geographic and professional identities; between individual and institutional responsibility; and between literacy instruction and critical literacy instruction. In all three cases, teachers expressed the difficulties associated with enacting anti-racist critical literacy pedagogy in their school context, while also leaving space for possibility.

The findings from this study add to the field’s understanding about how teachers in various contexts approach the work of anti-racist critical literacy pedagogy at different stages in their careers and how teacher educators might support them in doing so.

This study is important in its focus on professional development for in-service teachers, as much of the work has focused on preservice teachers and those who have been in classrooms for varying lengths of time have different levels of experience and different professional needs (Hambacher and Ginn, 2021). It is also notable that these teachers worked in a semirural, predominantly white district, as teachers working in such geographic locations often do not receive education about engaging with diversity (Anthony-Stevens et al., 2017; Anthony-Stevens and Langford, 2020) and it is essential that teachers and students in these districts are engaged if we are going to make headway in challenging whiteness in schools.

This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.

This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.

This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.

This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.