The CASTLE (Computer Automated Software for the Total Library Environment) System was developed and installed in the Ringling School of Art and Design Library from March, 1983…
Abstract
The CASTLE (Computer Automated Software for the Total Library Environment) System was developed and installed in the Ringling School of Art and Design Library from March, 1983 through September, 1983. The System is divided into six main areas: Circulation, On‐Line Catalog, Inventory and File Maintenance, Audio/Visual Equipment, Accounting, and Information and Management Reporting. Written from the distinct points of view of both programmer and librarian, this article describes the project's beginning phases, then how it developed as a unified effort and, finally, became a reality. The capabilities, flexibility, and completeness of the system are demonstrated.
Kate Davis, Gillian Hallam, Katya Henry, Wendy Davis, Kysira Fairbairn and Ellen Heidelberger
The article aims to review a university course, offered to students in both Australia and Germany, to encourage them to learn about designing, implementing, marketing and…
Abstract
Purpose
The article aims to review a university course, offered to students in both Australia and Germany, to encourage them to learn about designing, implementing, marketing and evaluating information programs and services in order to build active and engaged communities. The concepts and processes of Web 2.0 technologies come together in the learning activities, with students establishing their own personal learning networks (PLNs).
Design/methodology/approach
The case study examines the principles of learning and teaching that underpin the course and presents the students' own experiences of the challenges they faced as they explored the interactive, participative and collaborative dimensions of the web.
Findings
The online format of the course and the philosophy of learning through play provided students with a safe and supportive environment for them to move outside of their comfort zones, to be creative, to experiment and to develop their professional personas. Reflection on learning was a key component that stressed the value of reflective practice in assisting library and information science (LIS) professionals to adapt confidently to the rapidly changing work environment.
Originality/value
This study provides insights into the opportunities for LIS courses to work across geographical boundaries, to allow students to critically appraise library practice in different contexts and to become active participants in wider professional networks.
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This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young…
Abstract
This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young women’s relationship to social media in these films often pillories females for existing under, and delighting in, an anonymous, ubiquitous gaze. In these narratives, women are slut shamed both in the plot and through the threat of social media’s panoply of screens, sur- and selfveillance. In my discussion, I will utilize feminist film theory including the writings of Laura Mulvey, Linda Williams and Barbara Creed, while also including contemporary cultural criticism from writers and journalists like Nancy Jo Sales and Leora Tanenbaum to explore the horror genre from a more contemporary, multi-discourse perspective. The technology in these films serve as harbingers, intimating the figurative and literal dangers to come for their female protagonists, ultimately suggesting that the horror in these films is the medium itself and the patriarchal social media culture that these devices cultivate.
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Ernesto Castañeda, Daniel Jenks and Cynthia Cristobal
Purpose: To describe some of the tensions that both unaccompanied and accompanied immigrant children and youth face when reuniting with family members living abroad after years of…
Abstract
Purpose: To describe some of the tensions that both unaccompanied and accompanied immigrant children and youth face when reuniting with family members living abroad after years of living apart, separated by borders and anti-immigrant policies are described.
Methods: Fifty-eight interviews with immigrant minors from El Salvador, Honduras, and Guatemala and the tensions they reported having after moving in with their biological parents or legal sponsors in the Washington, DC, metropolitan area are drawn upon.
Findings: Youth reported that getting used to cohabitation and in-person relationships with their parents or other sponsor was difficult at first, though it improved over time. Despite the biological, emotional, and financial bonds, minors had to learn how to relate to new authority figures and follow their rules. Many reported feeling lonely and missing grandmothers and other family members and friends left behind in the country of birth.
Research implications: Interviews with counselors and local authorities that interface with these families show that parenting and youth programs in the places of settlement can become effective interventions to improve relations between children and parents recently reunited, which can indeed help with scholastic achievement and socio-economic advancement.
Value: The interview extracts bring a window into intrafamily dynamics, often overlooked in discussions of the integration of immigrant children and youth into their new homes and communities.
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The six steps inherent to the development of an inhouse system are examined: 1) problem definition, 2) requirement specifications, 3) analysis and identification of alternatives…
Abstract
The six steps inherent to the development of an inhouse system are examined: 1) problem definition, 2) requirement specifications, 3) analysis and identification of alternatives and solutions, 4) design, 5) implementation, and 6) evaluation. A practical method for comparing and weighting options is illustrated and explained.
Rodoula H. Tsiotsou and Philipp Klaus
The purpose of this study is to propose a conceptual framework of beautification/modification services, to introduce the special issue on the topic “Mirror, Mirror on the Wall…
Abstract
Purpose
The purpose of this study is to propose a conceptual framework of beautification/modification services, to introduce the special issue on the topic “Mirror, Mirror on the Wall! Examining the Bright and Dark Side of Face and Body Beautification/Modification Services” and to provide a future research agenda.
Design/methodology/approach
Building on the available literature, the authors developed the “Nip and Tuck” service framework of beautification/modification services depicting the motives, benefits and outcomes while it identifies current industry trends.
Findings
The authors explore the antecedents and consequences (positive and negative) of consuming face and body beautification/modification services and integrate these in the “Nip and Tuck” service framework. In the framework, the authors acknowledge the critical role of new technologies such as augmented reality apps and the internet in enabling and transforming beautification/modification services into commodities. The framework also identifies the benefits consumers seek and derive from these services while it recognizes current trends that shape the industry. The authors conclude with a set of future research directions that arise from the framework and the papers in the special issue.
Practical implications
The attained insights are useful to managers of beautification and modification services seeking to understand and satisfy their customers’ needs while securing their well-being.
Social implications
Understanding the role of beautification and modification services in consumers’ well-being is essential for business managers and policymakers.
Originality/value
The authors propose a novel, “Nip and Tuck” framework of face and body beautification/modification services and its key antecedents and consequences while considering both their bright and dark sides.
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Holly Panting, Charlotte Swift, Wendy Goodman and Cara Davis
The purpose of this paper is to investigate whether the Stages of Change (SOC) model can be applied to working with offenders with learning disabilities (LD), and furthermore, to…
Abstract
Purpose
The purpose of this paper is to investigate whether the Stages of Change (SOC) model can be applied to working with offenders with learning disabilities (LD), and furthermore, to determine if it might be efficacious for this approach to be incorporated into a wider service model for this population.
Design/methodology/approach
This paper reports on the results of a consultation to a specialist forensic LD service in the South West of England. A two-pronged approach was taken to consult to the service in relation to the research questions. First, a comprehensive literature review was undertaken, and second, other forensic LD teams and experts in the field were consulted.
Findings
There is a dearth of research that has examined the application of the SOC model to working with offenders with LD, and as such, firm conclusions cannot be drawn as to its efficacy in this population. The evidence base for the SOC model in itself is lacking, and has been widely critiqued. However, there are currently no other evidence-based models for understanding motivation to change in offenders with LD.
Research limitations/implications
There is a clear clinical need for more robust theory and research around motivation to change, which can then be applied to clinical work with offenders with LD.
Originality/value
There has been a historical narrative in offender rehabilitation that “nothing works” (Burrowes and Needs, 2009). As such, it is more important than ever for the evidence base to enhance the understanding of motivation to change in offending populations.
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Mary Clare Relihan and Richard O'Donovan
This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of…
Abstract
Purpose
This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.
Design/methodology/approach
This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.
Findings
We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.
Originality/value
Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.
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Wendy Ritz, Marco Wolf and Shaun McQuitty
This paper aims to examine small business’ participation in digital marketing and to integrate the do-it-yourself (DIY) behavior model and technology acceptance model (TAM) so as…
Abstract
Purpose
This paper aims to examine small business’ participation in digital marketing and to integrate the do-it-yourself (DIY) behavior model and technology acceptance model (TAM) so as to explore the motivations and expected outcomes of such participation.
Design/methodology/approach
Data from 250 small business owners/managers who do their own digital promotion are collected through an online survey. Structural equation modeling is used to analyze the relationships between the models.
Findings
The results contribute to the understanding of small business’ digital marketing behavior by finding support for the idea that the technological benefits may not be the only motivators for small business owner/managers who undertake digital marketing. Moreover, and perhaps more importantly, the authors find that the DIY behavior model applies to small business owner/managers who must perform tasks that require specialized knowledge.
Research limitations/implications
The limitations of this research are that the motivations to undertake digital marketing are limited to those contained in the DIY and TAM models, and the sample may not be representative of all owners and managers who perform digital marketing for their small businesses. Therefore, future research is needed to determine if further motivations to conduct digital marketing exist and whether other samples produce the same interpretations.
Originality/value
This study presents empirical evidence supporting the application of the DIY model to a context outside of home-repair and extends the understanding of digital footprint differences between large and small businesses.
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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…
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).