Mary Beth Schaefer, Sandra Schamroth Abrams, Molly Kurpis, Charlotte Abrams and Madeline Abrams
In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home…
Abstract
Purpose
In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory.
Design/methodology/approach
This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions.
Findings
The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles.
Originality/value
In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.
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Melissa Thompson, Kimberly Barsamian Kahn, Jean McMahon and Madeline O’Neil
Previous research on community attitudes toward the police focuses on suspect race as an important predictor of attitudes toward law enforcement and police use of force…
Abstract
Purpose
Previous research on community attitudes toward the police focuses on suspect race as an important predictor of attitudes toward law enforcement and police use of force. Generally, missing from these studies, however, is the role of mental illness, both independently and in conjunction with race, and its effect on perceptions of police. This chapter summarizes our recent research addressing two issues: (1) how race and mental illness of suspects affect perceptions of the appropriateness of police use of force, and (2) how race and mental illness of citizens affect perceptions of police.
Methodology/approach
We examine these issues by summarizing research obtained through The Portland Race and Mental Illness Project (PRMIP), a survey administered to residents of Portland, Oregon. For our first topic, we use an experimental vignette that randomly alters race and mental health status of suspects. For our second topic, we ask respondents to self-report race, mental health status, and perceptions of the police.
Findings
Our dual focus provides two key findings: first, citizens’ perceptions of police use of force are affected by suspect race and mental health status. Second, like Black citizens, citizens with mental illness also have a negative impression of law enforcement.
Originality/value
Our research builds on research indicating racial disparity in trust in police by showing that mental illness – both that of the respondent and that of a suspect – affects attitudes toward the police. These results suggest that mental health status affects attitudes toward law enforcement and should be considered in future research and public policy.
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Isabel Brüggemann, Jochem Kroezen and Paul Tracey
This study gives insights into how marginalized logics evolve after having been replaced by a new dominant logic. In light of the case of UK trade book publishing where an…
Abstract
This study gives insights into how marginalized logics evolve after having been replaced by a new dominant logic. In light of the case of UK trade book publishing where an editorial logic persisted and morphed after the increasing commercialization of the field – epitomized by the proliferation of so-called “factory fiction” – the authors identify three generative paths of marginalized logic evolution: preservation, purification and radicalization. The authors show how these paths hinge on the activities of three groups of actors who resist conforming to a dominant logic. The findings of this study advance scholars’ understanding of the historical evolution of institutional logics, but also remind them that the acts of resistance are typically embedded in macro-level dynamics related to broader institutional processes. In particular, this study sheds light on the different ways in which acts of resistance may be structured by actors’ experience of friction between competing institutional logics.
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Madeline E. Heilman and Elizabeth J. Parks-Stamm
This chapter focuses on the implications of both the descriptive and prescriptive aspects of gender stereotypes for women in the workplace. Using the Lack of Fit model, we review…
Abstract
This chapter focuses on the implications of both the descriptive and prescriptive aspects of gender stereotypes for women in the workplace. Using the Lack of Fit model, we review how performance expectations deriving from descriptive gender stereotypes (i.e., what women are like) can impede women's career progress. We then identify organizational conditions that may weaken the influence of these expectations. In addition, we discuss how prescriptive gender stereotypes (i.e., what women should be like) promote sex bias by creating norms that, when not followed, induce disapproval and social penalties for women. We then review recent research exploring the conditions under which women experience penalties for direct, or inferred, prescriptive norm violations.
Tom Schultheiss, Lorraine Hartline, Jean Mandeberg, Pam Petrich and Sue Stern
The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the…
Abstract
The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.
Kemi S. Anazodo, Elias Chappell, Celine Charaf, Salhab el Helou, Zoe el Helou, Russell A. Evans, Gerhard Fusch, Enas El Gouhary and Madeline White
This paper aims to examine the experiences of diverse interprofessional participants in an Equity, Diversity and Inclusion (EDI) working group with a common interest in EDI in one…
Abstract
Purpose
This paper aims to examine the experiences of diverse interprofessional participants in an Equity, Diversity and Inclusion (EDI) working group with a common interest in EDI in one of the largest pediatric teaching hospitals in Canada and how the impacts of this experience extend outside of the group.
Design/methodology/approach
This qualitative research utilized an inductive approach in line with the Gioia methodology (Gioia et al., 2013) to explore individual experiences as participants in an EDI working group. Seven group members were interviewed in-depth and engaged in storytelling and journaling to capture their experiences and perspectives. The perspectives of six members are reflected here, representing diversity across ethnicity, professions and subjective experiences, with a common interest in working together to improve EDI knowledge dissemination, training and practice in a healthcare setting in Canada.
Findings
Retrospective research activities facilitated a co-constructed account. The analysis reveals that EDI group participation is a positive learning experience for individuals described as thriving in their careers. Analysis of collaborative perspectives emphasizes how collective identity cultivates vitality in the EDI group environment. EDI group members exhibit agency as proponents of social change, navigating and negotiating institutional norms in varying professional spaces.
Research limitations/implications
The participants included members of an EDI working group in healthcare. Six perspectives are reflected here. Implications for personal experience and career development in organizations are discussed.
Originality/value
This study contributes to understanding how participating in specific interest groups, such as a group focused on EDI, informs personal and career development. It also contributes to our understanding of intrinsic motivation, as evidenced among volunteers in this healthcare setting. Our study also depicts an environment of vitality and learning and that collective thriving can be produced and may have extra-role implications.
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Anna Marie Johnson, Claudene Sproles and Latisha Reynolds
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.