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Article
Publication date: 3 April 2018

Sarah Knudson

The purpose of this paper is to build on limited understandings of how readers engage with non-fiction. Drawing from prior research and three recent case studies involving…

479

Abstract

Purpose

The purpose of this paper is to build on limited understandings of how readers engage with non-fiction. Drawing from prior research and three recent case studies involving non-fiction reading, this paper considers heterogeneity in modes of reading and the central role of libraries in fostering non-fiction reading cultures.

Design/methodology/approach

Findings from three recent case studies of non-fiction reading about relationship advice; developmental disorders; and financial planning, based on qualitative interviews, participant observation and survey data, are used to assess and expand understandings of non-fiction reading and collections.

Findings

There is considerable heterogeneity in modes of non-fiction reading, and readers often appropriate non-fiction texts for purposes unintended by the authors. Both physical and online libraries function as sites where non-fiction reading can be used by a broad range of demographic groups to participate in individual or group-based resistance to structural and cultural sources of power and inequality.

Practical implications

This paper provides insight into the role and value of non-fiction collections.

Social implications

Findings speak to the value of robust funding for print and online non-fiction collections in communities and schools.

Originality/value

This paper offers new empirical and theoretical insight into how non-fiction collections are used by a range of demographic groups in community and school contexts. Sociological theories are introduced to highlight the role of non-fiction collections in facilitating social change at individual and group levels.

Details

Collection and Curation, vol. 37 no. 2
Type: Research Article
ISSN: 2514-9326

Keywords

Content available
Article
Publication date: 3 April 2018

Matthew Kelly

820

Abstract

Details

Collection and Curation, vol. 37 no. 2
Type: Research Article
ISSN: 2514-9326

Article
Publication date: 14 August 2017

Sally Jones and Sarah Underwood

The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship…

1379

Abstract

Purpose

The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy.

Design/methodology/approach

The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy.

Findings

By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom.

Practical implications

The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education.

Originality/value

The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.

Details

Education + Training, vol. 59 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 2 May 2017

Jennie M. Weiner and Sarah L. Woulfin

The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement…

796

Abstract

Purpose

The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement, conceptualized what the authors label “controlled autonomy” – a condition in which school leaders are expected to both make site-based decisions and be accountable to district oversight. The study aims to support more effective interactions between school and district leaders around controlled autonomy to increase performance.

Design/methodology/approach

Using schema as a framework to guide the inquiry, this paper uses qualitative methods and interviewing in particular to explore the questions of interest. Seven novice principals were each interviewed three times over the year each interview lasting approximately one hour (n=21). Data were analyzed thematically using both inductive and deductive coding techniques.

Findings

Findings show that principals tended to group potential district supports into four categories: operations, instruction, advocacy, and vision and their perceptions regarding the balance between their and the district’s control over activities in each category was dynamic, varied and dependent on views relating to issues as broad as values alignment to perceptions of bureaucratic efficiency.

Research limitations/implications

Because of the small sample size and methodological approach, it may be inappropriate to generalize the findings across all controlled autonomy contexts. Further research in additional settings is encouraged to support the proposed findings.

Practical implications

This paper has a number of implications for districts and school leaders. Among these is the need for districts to better articulate the parameters of controlled autonomy and for school leaders to receive more and more effective training and support to effectively utilize autonomy as a mechanism for reform.

Originality/value

This work fills a gap in the research regarding on how principals conceptualize controlled autonomy or, more specifically, how they view what school autonomy should look like relative to district control and is this paper’s focus. It also provides insights into practice and potential means to enhance a growing, but so far unevenly implemented and under performing reform initiative (i.e. controlled autonomy).

Details

Journal of Educational Administration, vol. 55 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 28 November 2024

Olga Suhomlinova and Saoirse Caitlin O'Shea

Abstract

Details

Transgender and Non-binary Prisoners' Experiences in England and Wales
Type: Book
ISBN: 978-1-80071-045-0

Article
Publication date: 1 June 2003

Sarah L. Shreeves, Joanne S. Kaczmarek and Timothy W. Cole

In July of 2001, with funding from the Andrew W. Mellon Foundation, the University of Illinois at Urbana‐Champaign undertook a project to test the efficacy of using the Open…

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Abstract

In July of 2001, with funding from the Andrew W. Mellon Foundation, the University of Illinois at Urbana‐Champaign undertook a project to test the efficacy of using the Open Archives Initiative Protocol for Metadata Harvesting to construct a search and discovery service focused on information resources in the domain of cultural heritage. To date, the Illinois project has indexed over two million Dublin Core metadata records contributed by 39 metadata repositories in the museum, academic library, and digital library project communities. These records describe a mix of digital and analog primary content. Our analysis of these metadata records demonstrates wide divergence in descriptive metadata practices and the use and interpretation of Dublin Core metadata elements. Differences are particularly notable by community. This article provides an overview of the Illinois project, presents quantitative data about divergent metadata practices and element usage patterns, and details implications for metadata providers and harvesting services.

Details

Library Hi Tech, vol. 21 no. 2
Type: Research Article
ISSN: 0737-8831

Keywords

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