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The purpose of this paper is to examine the utilization of discovery tools in classrooms with the aim of trying to assess the attitude toward them.

The methodology adopted in this article is a literature review.

Despite the author's best efforts to look at the data from all angles, the author found no statistical significance in any of the data pulled from the survey. The author also tested to see if personal preference had any bearing on reference preference and found that there was no statistical significance between personal preference and reference preference. The author removed all responses that said “it depends” and the results showed that there still was no statistical significance between personal preference and reference preference.

Libraries can rebrand their services by utilizing and advocating for discovery tools, but it will only happen if they are willing to make changes on their attitudes toward discovery tools.

The purpose of this study is to explore Australian Indigenous women’s customary use of marine resources and views on aquaculture as a development opportunity. The value participants placed on economic, social and cultural outcomes were explored, as were benefit sharing, governance and business considerations.

Using a form of action research, workshops were conducted with a focus group of Indigenous women and interviews with men and women living on a remote island off northern Australia. Multimedia materials and a game were used to elicit a deeper understanding and facilitate discussion.

Women preferred aquaculture options respectful of culture and accommodating cultural and family obligations, that engage young adults in meaningful work, improve access to sea country and provide local foods and support economic development. Participants placed significant dependence on their governance body to support businesses and expressed disparate views on profit sharing. Women continue to engage in customary harvesting and fishing but various limitations impact on this.

Conclusions based on one case study need to be confirmed in other communities. Future research should include a broader representation of youth and strategies to improve people’s understanding of aquaculture operations and business management.

This research improves our understanding of Indigenous women’s preferred economic development pathways and their advocacy role within the community. These findings are relevant for policy-makers, businesses, other Indigenous communities and researchers.

This paper seeks to recognise and integrate Indigenous women’s economic and cultural aspirations within development policy. Such a place-based, gender-based consultative process is generally lacking in the Australian Indigenous policy arena.

Drawing on ability-motivation-opportunity (AMO) framework, this study investigates the direct effect of innovation-oriented HRM on SMEs’ innovation performance, both directly and through intrapreneurial behavior. Besides, the study assesses the moderating role of innovation-oriented leadership in the relationship between innovation-oriented HRM and intrapreneurial behavior.

A two-wave dataset collected from 183 SMEs was used to test the proposed hypotheses by partial least squares structural equation modeling (PLS-SEM).

Findings suggest that innovation-oriented HRM positively impacts SMEs’ innovation performance directly and through intrapreneurial behavior. Evidence also confirms that innovation-oriented leadership positively moderates the effect of innovation-oriented HRM on intrapreneurial behavior.

Through the AMO framework, this study advances our understanding of how the interaction between innovation-oriented HRM and leadership fosters intrapreneurial behavior, ultimately contributing to superior innovation performance in SMEs.

The study recommends that SMEs implement innovation-oriented HRM practices to encourage intrapreneurial behavior and achieve superior innovation performance in SMEs.

Limited research has addressed the contributions of innovation-oriented HRM and leadership toward realizing strategic innovation objectives. Our study offers valuable insights into the functions of innovation-oriented HRM and leadership in stimulating intrapreneurial behavior, thereby enhancing the innovation performance of SMEs.

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper aims to describe the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction.

Three types of qualitative data were collected: researchers’ anecdotal notes during the professional learning sessions; teacher focus groups; and teachers’ blog reflection entries.

The findings revealed that the PD for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, PD served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

Teachers and teacher educators must reflect on, question and critique their own work in preparing teachers to enter today’s schools as critical, reflective educators. The types of children’s literature that are selected and introduced to students play an important role in dismantling technocratic approaches to literacy instruction and strengthen one’s understanding of one another. Teachers must select books that challenge assumptions and speak of possibilities for change.

Culturally relevant pedagogy that includes culturally relevant children’s literature holds promise for improving literacy instructional and assessment practices and school experiences for culturally and linguistically diverse students, especially in environments where high-stakes testing is emphasized. It is one way to imagine a better schooling experience for students that affirms identities and honors and sustains diversity. For culturally relevant pedagogy to be a reality in education, stakeholders must be on board, including students, parents, teachers, administrators and policymakers.