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This study aims to explore children’s cognitions about data flows online and their understandings of algorithms, often referred to as algorithmic literacy or algorithmic folk theories, in their everyday uses of social media and YouTube. The authors focused on children ages 8 to 11, as these are the ages when most youth acquire their own device and use social media and YouTube, despite platform age requirements.

Nine focus groups with 34 socioeconomically, racially and ethnically diverse children (8–11 years) were conducted in California. Groups discussed data flows online, digital privacy, algorithms and personalization across platforms.

Children had several misconceptions about privacy risks, privacy policies, what kinds of data are collected about them online and how algorithms work. Older children had more complex and partially accurate theories about how algorithms determine the content they see online, compared to younger children. All children were using YouTube and/or social media despite age gates and children used few strategies to manage the flow of their personal information online.

The paper includes implications for digital and algorithmic literacy efforts, improving the design of privacy consent practices and user controls, and regulation for protecting children’s privacy online.

Research has yet to explore what socioeconomically, racially and ethnically diverse children understand about datafication and algorithms online, especially in middle childhood.

The purpose of this paper is to uncover what the at-home educational environments of low-income Latine adolescents looked like during the COVID-19 pandemic and how these environments influenced students’ participation in their online classes. Additionally, the findings highlight students’ perspectives on their varied engagement in virtual instruction.

Data for this study were collected via an online survey that included both open and close-ended questions. Students were able to share about their behaviors and comfort in their online classes, as well as provide photos of the areas from which they joined their online classes. Quantitative and qualitative data analysis methods were used.

Many students in the sample expressed discomfort with themselves and their homes being seen on camera and shared having to juggle multiple responsibilities during online classes. Photos uploaded revealed that at-home educational environments often lacked the resources afforded by in-school instruction, with students joining classes from areas that may not be conducive to learning.

Research has highlighted the ways in which the COVID-19 pandemic may have exacerbated existing issues of educational equity, but the systemic reasons for these inequities remain understudied. The results from this study highlight the ways in which disparate at-home learning environments may help to explain unequal engagement in online classes.

David M. Gordon advanced labour economics with his theory of labour market segmentation, in which jobs rather than the marginal productivity of individual workers were the unit of analysis. He advanced economic historiography and macroeconomics by conceptualising social structures of accumulation – a framework built on the foundation of his institutionalist training and enriched by his study of Marxist economics. By appropriating methods from other social science disciplines into econometrics, he augmented empirical analysis in economics. He was a founding member of the Union of Radical Political Economics and its journal, the Review of Radical Political Economics – that advanced and promoted heterodox, radical, and Marxist economists in the United States. His contributions to economics, to organised labour, and to the New School for Social Research, where I studied with him, were stunning.

Part 1 lays out some context about the New School Graduate Faculty where Gordon taught. Part 2 explores what historical forces, including his family, led to his expansive creativity. Part 3 summarises how he expanded labour economics to include the relations as well as the technology of production, linked his understanding of the production process to a historical materialist view of labour in the United States, then extended that to econometric analyses of the US macroeconomy. Part 4 presents a bibliometric analysis to provide some idea of the impact of his work. I end with some concluding remarks.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

The burgeoning practice of peer-to-peer breastmilk sharing in the United States conflicts with public health concerns about the safety of the milk. In-depth interviews with 58 breastmilk sharers highlight the ways in which these respondents counter widespread risk narratives. These caregivers deploy existing social values such as self-reliance, good citizenship, and “crunchy,” or natural, mothering to validate their milk-sharing practices. However, because of stratified reproduction, in which society encourages White motherhood while it disparages motherhood among poor women and women of color, these discourses are more accessible to milk sharers who are White and from middle-class. Black and Latinx milk donors and recipients offer additional rationale for milk sharing that includes reclaiming their legacies as worthy mothers and elevating milk sharing to justice work. In rejecting and reframing risk, all of these milk sharers work toward flattening the good mother/bad mother binary.

This study examined the attitudes of high school social studies teachers toward the inclusion of English language learners (ELLs) in their social studies classrooms. A mixed-model methodology was employed by surveying all 344 social studies teachers in the school district. Additionally, eight of these teachers were interviewed to ascertain their attitudes toward including ELLs in high school social studies classrooms. More than three-fourths of teachers surveyed indicated they would prefer that ELLs not be in their classroom until they have “learned” English. Furthermore, the main cause of the negative attitudes seemed to be rooted in the inability of the social studies teachers to effectively modify instruction. The possible results of these attitudes and the efficacy of current policies are discussed.

People express subjectivity and objectivity in everyday communication, yet little is known about how such linguistic content affects persuasion in electronic word-of-mouth (eWOM). Drawing on the congruity theory and the selectivity model, the present study proposes that the effectiveness of subjectivity/objectivity expressions in an online review is contingent on whether the consumption experience is primarily hedonic or utilitarian, and whether the decision maker is a male or female. Furthermore, this study aims to examine the psychological mechanism that underlies the proposed effects.

This research used an experimental design to test the hypotheses. Four versions of online review stimuli were created. Participants were asked to read the online reviews and to complete a survey.

The findings indicate that expressing subjectivity (vs objectivity) in online reviews effectively boosts men’s purchase intention in the hedonic context and women’s purchase intention in the utilitarian context. Furthermore, the mediation analysis reveals that perceived relevance of the review is the psychological mechanism explaining the joint effects of linguistic style, consumption type and gender on purchase intention.

This research is the first to examine expressing subjectivity (vs objectivity) as a persuasion strategy in online reviews. Findings of this research add to the growing literature on linguistic effects in eWOM. Furthermore, this research deepens the understanding of conversational norms for hedonic vs utilitarian consumption in consumer-generated content and gender differences in processing online reviews.

The explosive growth in the number of digital tools utilized in everyday learning activities generates data at an unprecedented scale, providing exciting challenges that cross scholarly communities. This paper aims to provide an overview of learning analytics (LA) with the aim of helping members of the information and learning sciences communities understand how educational Big Data is relevant to their research agendas and how they can contribute to this growing new field.

Highlighting shared values and issues illustrates why LA is the perfect meeting ground for information and the learning sciences, and suggests how by working together effective LA tools can be designed to innovate education.

Analytics-driven performance dashboards are offered as a specific example of one research area where information and learning scientists can make a significant contribution to LA research. Recent reviews of existing dashboard studies point to a dearth of evaluation with regard to either theory or outcomes. Here, the relevant expertise from researchers in both the learning sciences and information science is offered as an important opportunity to improve the design and evaluation of student-facing dashboards.

This paper outlines important ties between three scholarly communities to illustrate how their combined research expertise is crucial to advancing how we understand learning and for developing LA-based interventions that meet the values that we all share.

The first foreign-language publication of The General Theory of Employment, Interest and Money by John Maynard Keynes was published in German in the same year as the English original in 1936. The article discusses some quality problems of the translation, but focuses in particular on the controversies which evolved around interpretations of the Preface Keynes wrote for the German edition. Whereas a margin of doubt remains as to the responsibility for the text which finally appeared in German, any accusations that Keynes had sympathies for or was indifferent to the Nazi regime are clearly rejected.

The aim of this paper is to examine the development of the social responsibility (SR) of business concept and related management philosophies through the history‐of‐management‐thought perspective.

The history‐of‐management‐thought approach to social responsibility (SR) is grounded in the paradigm of continuing progress exemplified by the contributions of great management thinkers (e.g. Fayol, Taylor, Follett, Barnard). A historical evolution of the SR concept is provided, together with tracing the development of stakeholder theory in its attempt to depict the relationship between stakeholder management and SR.

Three management philosophies (recognition of the external environment, a need for collaboration, and a need for a shared understanding) emerge from both classical and modern management thinkers. Recent conceptualizations have added depth by clarifying the meaning of social responsibility and in addition, detailing the nature of firm‐stakeholder relationships. Despite voluminous literature, achieving collaborative integration between firms and stakeholders in practice appears elusive.

These management philosophies can help organizations navigate the intertwined relationship between business and society. Business leaders need to consider the vital role of trust in building more collaborative relationships.

The unique contribution of this paper is to provide the first history‐of‐management‐thought perspective on the social responsibility of business by tracing changes in the conceptualization of this concept, including the related stakeholder paradigm, to their roots in the works of renowned management thinkers.