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The purpose of this research is to examine Gitga'at First Nation approaches and objectives concerning the use of local biological and cultural resources through the lens of a locally‐driven proposal to establish an eco‐cultural tourism enterprise.

This project was developed in collaboration with the Gitga'at First Nation and employed a qualitative case study approach. Primary data gathering techniques were active participation, semi‐structured interviews, focus group discussions and work with key informants.

Participant responses highlight the interconnectivity and importance of social, ecological and cultural integrity in local economic development. Three major principles for resource use were widely expressed: control and management by Gitga'at; equitable distribution of any benefits; and the imperative of environmental and cultural sustainability.

Gitga'at band members living within the Gitga'at traditional territory played a central part in this research. Future work could include non‐resident band members. Furthermore, if the Gitga'at decide to move forward with this proposal, further research could examine how the resource use principles discussed here may be applied.

This research provided a forum to explicitly identify research participants' hopes and concerns surrounding eco‐cultural tourism and the possible outcomes of this potential project.

This research may be beneficial to other communities interested in eco‐cultural tourism development or other development activities dependent on local resources use.

Although essential to creating economic opportunities that reflect local goals and interests, socio‐cultural dimensions are often overlooked in local economic development. This research explicitly sought to unpack these domains.

Thus far, we (consensual not colonial) have addressed a transcendent, metonymic sense of touch, curative of bodies and meanings, accepting Turner's hypothesis that ‘the contemporary problem of the body in society is a legacy of the Judaeo-Christian discourse of the body as flesh’ (Turner, 1997, p. 103). Then we outlined the detour of meaning, its extravagance. But there is a more immediate kind of touch. In terms of touch, we agree with Nancy and Hutchens – there is a peculiar reflexivity to touch:The sense of touch feels itself feeling itself. (Hutchens, 2005, p. 55, citing Nancy)It is by touching the other that the body is a body, absolutely separated and shared. (Nancy, 1993a, p. 205)

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

This paper considers how knowledge has been organized about museum objects and belongings at the Museum of Anthropology, in what is now known as British Columbia, and proposes the concept of historical or provenance warrant to understand how cataloguing decisions were made and are limited by current museum systems.

Through interviews and archival research, we trace how cataloguing was done at the museum through time and some of the challenges imposed by historical documentation systems.

Reading from the first attempts at standardizing object nomenclatures in the journals of private collectors to the contemporary practices associated with object documentation in the digital age, we posit that historic or provenance warrant is crafted through donor attribution or association, object naming, the concept of geo-cultural location and the imposition of unique identifiers, numbers and direct labels that physically mark belongings.

The ultimate goal and contribution of this research is to understand and describe the systems that structure and organize knowledge, in an effort to repair the history and terminologies moving forward.

This paper examines the role of managerial curiosity as a critical factor in determining the future impact of disruptive information technologies in a global organization. Specifically, this paper presents curiosity as a managerial characteristic that plays an important role in identifying disruptive information technologies and facilitating their early adoption. Further, it uses resource‐based theory as a theoretical lens to illustrate how managerial curiosity can be a source of sustained competitive advantage. Finally, it examines the individual decision styles that are best suited in assessing disruptive information technologies.

Over the past twenty years, bibliographic instruction has evolved from teaching students the mechanics of locating research materials to a process‐oriented approach that emphasizes analyzing research needs, framing a research question, and evaluating the search results. In the last decade alone, academic librarians have extended bibliographic instruction to cover online catalogs, CD‐ROMs, and database searching, in addition to teaching print resources and the card catalog. We are still defining a paradigm for teaching end‐users. Some of the assumptions associated with the teaching of print resources, for example, can be applied to the teaching of information technologies, while others cannot. Our efforts are further complicated by the rapid development of new types of technologies, by vendor refusals to adopt a standard command language or user interface, and by our patrons' varying responses to both computers in general and electronic research sources in particular.