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Purpose – – The purpose of this paper is to propose that drawing on a smaller number of high‐quality web‐based resources can facilitate the work of reference librarians.Design/methodology/approach – Draws on the writer's experience as a reference librarian and teacher of MLIS students, and offers a list of 25 exemplary web resources that provide high quality and utility for both academic and public library service. There are five compelling reasons to emphasize the use of a smaller number of high‐quality web‐based resources: providing reinforcement and clarity about authoritative, practical and high‐quality resources for new reference librarians; facilitating the growing phenomenon of digital reference service; enhancing information literacy; supporting students of library science residing outside Western countries; and working to create greater equity by assisting librarians and patrons in areas with fewer resources to recognize and make use of web‐based materials.Findings – Focusing on fewer resources, especially on those that consist of aggregated or compiled sources subjected to quality review, enhances reference service and information‐seeking.Originality/value – The challenges associated with web‐based information‐seeking and research have never been addressed by the “less is more” hypothesis, that is, by the proposal that limiting the number of sites consulted can improve results.

This paper aims to explore how peer support can support a combined Child First, trauma-informed and restorative approach for youth justice. While other scholars have identified clashes between these approaches, particularly between Child First and restorative approaches, a focus on reparative practice with peers has been under-explored as a more child-centred model for reparation-focused work.

We draw on qualitative data from interviews and surveys undertaken with young people and parents/caregivers in a London youth offending service (YOS). The data was part of a broader mixed-methods study in the YOS that used observational methods alongside surveys and interviews to evaluate the effectiveness of its model of practice. Peer support emerged as a theme.

Participants expressed the desire to see young people working and volunteering in the YOS and felt this would help make it a safe and non-threatening space. Young people who had completed their time with the YOS saw themselves as role models with the insight and skills to support others. These young people expressed a strong desire to work in the YOS and, in some cases, to develop long-term careers supporting young people.

Our research challenges the notion that young people who have been involved in crime struggle to empathise, providing rich examples of their empathic understanding for peers. Peer support opportunities could offer a reconceptualisation of restorative practice that is Child First and trauma-informed. Such opportunities would benefit both the young people being supported and those offering support, building a co-produced approach that is directly informed by the expressed needs and desires of the young people.

After considering the material before me, I have formed the opinion that it shall be permitted for the petitioner to examine the file under scrutiny. Deliberation on the case did not take place behind closed doors and there is no lawful prohibition to the examination…in addition I accept the position of the respondent, according to which in spite of the fact that a large portion of the details of the affair were published in the judgment…the file contains material whose revelation can cause unnecessary harm to the central witness…the examination considered will be contingent on an undertaking in writing…according to which the petitioner will not publicize anything that will damage the privacy of the victims and their families beyond the damage that already occurred by the court judgment. (Decision of magistrate Yigaal Marzel, 2006 in the matter of C.A 125/50 Yaakobowitz v. Attorney General)

In 2020, Sports Illustrated proclaimed its “Sportsperson of the Year” as something dubbed “the activist athlete,” choosing five athletes – LeBron James, Breanna Stewart, Patrick Mahomes, Naomi Osaka, and Laurent Duvernay-Tardif – that represented the term. Like so many athletes who came before them, these athletes vividly demonstrate the potential of sport to shine a spotlight on critical issues in society, yet again solidifying how sport does not exist merely as some kind of escape, but is a major stakeholder in global campaigns for social justice.

This chapter historicizes the contemporary resurgence of athlete activism, largely connected to the reawakening of Black Lives Matters (BLM) in 2020, within what journalist Howard Bryant has called The Heritage, with athletes who acknowledge and accept the charge to use their spotlights for those who have none. From the turning point of the Mexico City Olympics in 1968, which saw collective movements of African-American athletes culminate in the powerful Black power protest by Tommie Smith and John Carlos, a protest that built upon the legacies of so many, to the ongoing debates that surround the International Olympic Committee's (IOC) Rule 50, athletes have long understood how sport serves not only as an integral part of society but also as an agent for change. Contemporary cries for athletes to “shut up and dribble” echo past claims that sport takes place on a level playing field that transcends politics. The history of sports demonstrates otherwise, as athletes embody every imaginable, intersectional, classification of political actor.

The purpose of this paper is to re-visit social construction of technology (SCOT) framework in understanding of innovation in the construction sector and unpack the role of innovation brokers in this context.

This is a conceptual paper adopting SCOT framework to understand innovation in the context of the construction sector. The role of innovation brokers is unpacked in the paper, currently under-explored in the construction innovation studies.

The authors suggest SCOT framework as a useful overarching frame through which to understand construction innovation. The authors argue that innovation brokers should be positioned to oversee the interface of multiple social groups.

Further empirical research is proposed to test the theoretical assumptions outlined in the paper. The research agenda is to conduct further empirical research adopting a socio-technical theoretical lens and appropriate qualitative or mixed-design methodologies. There are other socio-technical theoretical frameworks that could be used to explore socio-technical interactions in different ways, e.g. socio-technical systems theory, sociomateriality, actor-network theory, etc.

Three propositions are developed regarding the position of an innovation broker from the perspectives of multi-social-groups interfaces, shifting significance of the roles of innovation broker and the collaboration with government.

The authors outline the value of SCOT framework for innovation study within project-based construction sector. The authors contribute to better understanding of the role of innovation brokers in the system of construction innovation.

The purpose of this paper is to expand the domain of experiential learning by sharing the experiences of establishing and developing student managed investment fund (SMIF) at West Virginia University (WVU).

This paper discusses the structure and performance of the SMIF at WVU within the context of experiential learning literature in financial education.

The adopted structure and coordination of SMIF appears to be effective in bridging the gap between classroom and the professional world, while significantly enhancing student experiential learning opportunities, engagement and professional preparedness.

The paper presents experience of launching and operating a SMIF at WVU, which has recently joined the ranks of R1 research universities. While the importance of research productivity has been on the rise, the significance of strengthening student experiences has also been growing and maintaining the balanced approach can be challenging. Enrollment in WVUs undergraduate finance program grew 33 percent over the past three years. With growing enrollment and competitiveness of finance degree programs, experiential learning opportunities like WVU’s SMIF are an essential for an evolving curriculum.