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The purpose of this study was to examine the ethical perspectives of library and information science professionals prior to their entry into the profession.

The population consisted of 46 graduate students enrolled in a library and information science program during summer 2003. Three scenarios related to general, legal, and health ethical issues were used. Participants were randomly assigned to a scenario. First, they read the scenario and provided initial reactions. Second, they read the professional code of ethics related to the scenario. Finally, they re‐read the scenario and provided reactions based on the professional code of ethics.

The initial reactions of participants to the scenarios were similar to their reactions after reading and applying the assigned code of ethics. For example, participants initially reported that the library director should permit staff to attend the American Library Association conference in Toronto even with the SARS issue (85 percent), After reading the Health Sciences Code of Ethics, they selected promoting access to health information and working without prejudice to support their positions.

The findings of this study illustrate the influence of codes of ethics on students' ethical perspectives. Investigating the professional ethics of future library and information science graduate students is of value to students and faculty.

The transition to motherhood has been studied extensively, but primarily among participants in homogenous race/ethnicity relationships. The aim of the current study was to explore the lived experiences of a diverse group of women in biracial and monoracial relationships experiencing the transition to motherhood (e.g., biracial or monoracial motherhood). Informed by the symbolic interaction framework, in-depth semi-structured interviews were conducted to investigate the expectations and experiences of first-time motherhood on a sample of 12 U.S. women. Their diverse stories contained multiple themes including an overarching theme of racial/ethnic differences in appropriate infant care, which surfaces during engagement in family and social support interactions. This analysis emphasizes the need for more diverse portrayals of motherhood. We discuss our findings in light of the literature and implications for future research and practice.

The purpose of this paper is to deepen the understanding of how minoritized families and communities contribute to equity-focused school change, not as individual consumers or beneficiaries, but as educational and community leaders working collectively to transform their schools.

This qualitative case study examines one poverty-impacted racially diverse high school in the US West and the changes that occurred over a seven-year period.

Minoritized families, community leaders and formal leaders leveraged conventional schooling structures – such as turnaround reforms, the International Baccalaureate program and the PTA – to disrupt the default institutional scripts of schools and drive equity-focused change for all students, particularly African-Americans from the neighborhood.

Though one school, this case contributes insights about how families and communities can collaborate with systems actors to catalyze educational justice in gentrifying communities.

This study suggests strategies that families and communities used to reclaim school narratives, “infiltrate” conventional structures and reorient them toward equitable collaboration and educational justice.

This study contributes to a body of critical scholarship on “turnaround” reform efforts in urban secondary schools and suggests ways to reshape decision making, leadership, parent engagement and student intervention to build collective agency.

This research raises provocative questions about the extent to which families and communities can use conventional structures and policies to pursue educational justice in the US public education. Learning from such efforts highlights strategies and practices that might begin to help us construct more decolonizing theories of change.

Books serve as important information resources and provide space for reflection and identity-building for many lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) people. Many in this community have experienced reduced feelings of isolation through engagement with the writings of others. Providing a safe space for such engagement is vital. Library and information science (LIS) professionals are in an optimal position to meet such needs, particularly when efforts are made to implement changes based on explicitly expressed concerns.

This chapter provides a case study of the LGBTQ Center of Durham, North Carolina, to illustrate how the organization is integrating the local LGBTQ+ community into its library by using the community’s own vocabulary and interests to inform the center’s practices and policies. The chapter also offers a guide to the locally responsive, LGBTQ+-specific classification system created for the LGBTQ Center of Durham’s library collection. This classification system was designed to represent library materials for its Durham and surrounding-area users in a useful, accessible, and respectful manner – a feat that the library committee did not feel could be accomplished using existing classification systems.

Building on the case study for applicability, the author makes recommendations for how LIS professionals who wish to better serve LGBTQ+ users can incorporate the community into their library and/or collection. The author provides additional suggestions for action, with varying levels of commitment, for library professionals and volunteers. Through resource development, training, collection development, and classification revision, libraries can more closely align their practices with the needs of users of all gender identities and sexual orientations.

Sport co-produces our notions of sex, gender and sexuality. Sport policies based on inclusion demand trans athletes become visible. This creates a problem within sport's hierarchical gender order, and trans athletes' bodies become comprehensible only through mobility from one sex/gender to the other – literally the embodiment of movement through a static gendered space.

In this chapter, we examine the contradictory expectations placed on trans athletes to be visible within heterosexist, white supremacist ‘regimes of looking’ (Fleetwood, 2011). Our purpose is twofold: (1) to critically examine the construction of transness through white racial frames and (2) to grapple with the inherent harmfulness of sport. We ask why trans people would want to participate in an institution that actively limits opportunities for expansive subjectivity, ultimately concluding that the potential for queer futures lies in the very construction of limits themselves. We forward a belief in what sport could be when intentionally created through queer world building. We highlight teams, leagues and spaces that have developed processes that work against dominant forms of medicolegal recognition and visibility politics.

In recent years, school districts have faced numerous questions surrounding accommodations of transgender students. Strong objections to accommodations have been voiced in public argument and litigation, primarily in the areas of athletics, bathrooms, and dress codes. As younger transgender students express their gender identity at school, however, the existing objections are weakened by considering the context of elementary rather than high school students. Greater numbers of young transgender students will likely encourage accommodation of trans students of all ages, as well as challenge the gender binary unconsciously taught in school.

In 2015, Idris Elba declared ‘I’m probably the most famous Bond actor in the world … and I’ve not even played the role’. Speculation about Elba taking on the role of the world’s most famous spy has circulated for over a decade, fuelled by current Bond Daniel Craig’s assertion that the role has ruined his life. This chapter will examine the role of fans in driving hype about the future of Bond, focusing on the case study of alt-right outrage at the potential casting of Elba. The anti-Elba camp have framed their outrage as informed by authorial intent, and the desire to maintain canon, with claims that Ian Fleming’s Bond was, and should always be white and Scottish. Bond’s expansive narrative universe has remained constant since its inception, enabling fans of the series to form an emotional connection and sense of ownership over the text as a cohesive brand, a form of ‘affective economics’ (Hills, 2015; Jenkins, 2006a). By situating the debate over Elba’s suitability within the timeline of the Bond franchise, the author will posit that the rigid casting and structure of the film series to date enables feelings of fan ownership to flourish. Whilst the influence of vocal fan groups has altered the future direction of numerous popular texts, this chapter will suggest that the sameness of Bond-as-brand provides the justification for fan backlash towards potential change. In sum, this chapter will highlight the Elba-as-Bond rumours as a reflection of the contemporary political moment which seeks to flatten out difference under the auspice of protecting the canon and tradition of ‘brand Bond’.