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The purpose of this paper is to review published research on using interactive read-alouds in the instruction of English language learners (ELLs). In particular, this paper emphasizes the practical application of research findings to help classroom teachers and other educators make instructional decisions that promote both effective and equitable instruction.

For this literature review, the authors conducted a systematic keyword search of multiple electronic databases to identify relevant research studies. Once studies were identified, the authors used a qualitative content analysis method (Guba and Lincoln, 1981; Holsti, 1969; Lincoln and Guba, 1985) to identify themes.

The findings were grouped into three distinct categories: pedagogy, language and culture. While many aspects of effective interactive read-alouds are similar for ELLs and mainstream students, this paper highlights elements of interactive read-alouds that are different or especially important for ELLs.

This review, unlike the 2,000 potentially relevant studies initially identified, considers the interplay of pedagogy, language and culture when using interactive read-alouds with ELLs. The explicit focus on practical classroom application makes this literature review useful for both researchers and practitioners.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

James March's highly influential article on organisational learning underpins the studies of exploration and exploitation collected in this issue. What is less well known is that March's article, which is based on a computer simulation of collective and individual learning, reflects a real-life experiment in exploration and exploitation that he, in large part, designed and conducted when he was the new ‘boy Dean’ of the School of Social Sciences in the University of California at Irvine between 1964 and 1969. This chapter tells this story and then uses it to critique March's original model. It argues that March's model, which was probably the first simulation of an organisation learning, worked to constitute rather than model the phenomenon of organisational learning. The Irvine story is also important because it provides the context for what constitutes knowledge in organisation theory, and because it highlights the personal trauma and distress that can accompany the creative play of exploration.

A need to renew music-related information notions arises from both information-seeking models and literature of musical semiotics. The purpose of this paper is to create a music information typology, which aims at facilitating the examination of music information types at varying levels of abstraction in the context of information seeking.

Literature of musical semiotics and information seeking are juxtaposed to develop a novel approach to music-related information. The grounding concepts are Bruner’s enactive, iconic and symbolic modes of representation. The modes of representation offer a universal scheme of knowledge that is applied to the domain of music by defining their content through Tarasti’s Theory of Musical Semiotics.

This conceptual paper results in a music information typology ranging from the enactive music information representations to the abstract ones as follows. Music making as the first mode of enactive representations; music listening as the second mode of enactive representations; iconic representations of music; technological models of music as the first mode of symbolic representations; and ideological models of music as the second mode of symbolic representations.

The present paper develops a music information typology that encompasses broadly different music information facets by categorizing music information sources according to their level of abstraction. When applied into empirical research, the typology opens a new window into the perceived roles of music information types in the context of information seeking.

The purpose of this paper is to understand the difference in purchase decision behavior of compression sportswear by Baby Boomers and Generation Y.

Two methods were used for data collection: a simulation study with 17 Baby Boomers and 23 Generation Y subjects using eye-tracking technology; and a questionnaire from a sample of 82 Baby Boomers and 84 Generation Y consumers.

Generation Y are more inquisitive and focus greatly on technical information. Baby Boomers are more confident with their choices, taking a shorter time to reach a purchase decision; they are more concerned with aspects that protect the wearer.

Limited demographic information was collected from participants in the simulation study, further research is required in this area.

This study provides important insights into the purchase decision behavior of Baby Boomers and Generation Y for compression sportswear. By providing better understanding of some of the key drivers for purchase decisions it enables marketers to develop more effective marketing plans to engage with these important consumer groups.

The focus and findings of this study provide further understanding of the motivations of two significant consumer cohorts. This study provides further momentum to the body of cohort research already available.

This study addresses a gap in literature with reference to the comparison of consumer behavior of generational cohorts when purchasing compression sportswear. Findings can be applied in other areas of sportswear and to other countries.

In the last decades, many of the most talented and promising young graduates in the developed economies have joined the financial industry. Simultaneously, ill-designed incentives’ schemes have favored the development of a culture in which excessive greed, free-riders’ behavior, unreasonable appetite for risk, and short-term decision making have endangered the economy and, potentially, have laid the foundations for financial, economic, social, and environmental crises.

In this chapter, we review current challenges in the financial industry from the lens of human and social capital. We examine some of the factors that allowed unethical behavior and a short-term financial focus in the financial sector, examining how compensation and an extremely competitive culture became key elements that favored greedy and manipulative behavior and ultimately generated socially harmful human and social capital in the financial sector. Finally, we discuss the emergence of a number of game-changers (namely, Brexit, FinTech, the growing relevance of ethical standards, and the increasing participation of women and millennials in the industry) that might represent potential promotors of change and help restructure and reshape the financial industry.

The evolution of Wikipedia betrays an increasing reliance on policies and guidelines, signalling certain stabilisation in the knowledge making processes underlying the encyclopaedia. We interpret such a state of affairs as reflecting the need to provide a few principles and guidelines of coordination, in a context that has otherwise been marked by vast diversity, high membership turnover and the lack of traditional exploitative structures. Rather than reflecting bureaucratisation and a shift away from its constitutive principles, the consolidation of these coordinative mechanisms further embeds the distinctive profile of knowledge making processes characteristic of the online encyclopaedia. They reinforce the diversity of the collective (rather than individual capabilities and skills) as the primary source of knowledge and render the mechanisms of harvesting that diversity and assembling it to a reasonable knowledge output key means of social learning.