scholarly journals Student well-being matters: Academic library support for the whole student

2021 ◽  
Vol 47 (3) ◽  
pp. 102349
Author(s):  
Marta Bladek
Keyword(s):  
Academic Library ◽  
Well Being ◽  
Library Support ◽  
Whole Student

School as setting to create a healthy teaching and learning environment

2017 ◽  
Vol 2 (4) ◽  
pp. 200-214 ◽  
Author(s):  
Albert Lee ◽  
Robin Man-biu Cheung
Keyword(s):  
Hong Kong ◽  
Social Environment ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Emotional Health ◽  
Well Being ◽  
Positive Health ◽  
Content Type ◽  
Whole Student ◽  
Health And Well Being

Purpose The purpose of this paper is to analyze how professional cultures in schools and school systems could improve the well-being of students, with a particular emphasis on teacher-health partnerships, which would not naturally occur without a specific intentional intervention. Implemented with a whole-school approach, the Health Promoting School (HPS) is one of the most effective intentional interventions to achieve improvements in both the health and educational outcomes of students through the engagement of key stakeholders in education and health to create a healthy physical/psycho-social environment. This paper emphasizes collaboration and the building of professional cultures in schools that share collective responsibility for the whole student. Design/methodology/approach Student outcomes in schools should include both academic and health and well-being outcomes that promote positive pathways throughout adulthood. This paper connects HPS research with policy analysis drawing on Hong Kong’s unique context as being at the top of the PISA rankings and striving toward a positive health culture and well-being in its schools. Findings Evidence has been gathered extensively about what schools actually do in health promotion using the HPS framework. The HPS framework has served to assist schools and authorities to concentrate on the gaps and affirm best practices. This paper also reports how teachers have created a professional and collegial community with health partners to address outbreaks of infectious diseases in schools and obesity in students. Practical implications The concept of HPS can serve as an ecological model to promote the positive health and well-being of students, fostering their personal growth and development, and as an alternate model for school improvement. Social implications This paper has highlighted that structured school health programs such as HPS could have positive effects on educational outcomes, while also changing professional cultures and communities in schools with an emphasis on students’ physical health, emotional health, social health, or spiritual health. The Assessment Program for Affective and Social Outcomes is used as a tool by schools in Hong Kong, reflecting the affective and social developments of the students in the school under review as a whole, and how they relate to the school. It resembles the core areas of action competencies, and school social environment; the two key areas of HPS. Originality/value Hong Kong is often analyzed from an educational rankings perspective. However, it offers broader lessons on educational change, as it has in recent years emphasized dual goals in student outcomes and professional communities – the importance of whole student health and well-being as a both a precursor and key component to the educational outcomes schools seek. Globally, very few schools are able to implement HPS in its entirety. Continuing development of HPS in Hong Kong would add value to international literature in terms of which types of data would influence adoption of HPS in which types of school and policy contexts.

scholarly journals “People are reading your work,” scholarly identity and social networking sites

2020 ◽  
Vol 76 (6) ◽  
pp. 1233-1260
Author(s):  
Marie L. Radford ◽  
Vanessa Kitzie ◽  
Stephanie Mikitish ◽  
Diana Floegel ◽  
Gary P. Radford ◽  
...  
Keyword(s):  
Social Networking ◽  
Doctoral Students ◽  
Impression Management ◽  
Social Networking Sites ◽  
Academic Library ◽  
Content Type ◽  
Online Social Media ◽  
Online Platforms ◽  
Scholarly Identity ◽  
Library Support

PurposeScholarly identity refers to endeavors by scholars to promote their reputation, work and networks using online platforms such as ResearchGate, Academia.edu and Twitter. This exploratory research investigates benefits and drawbacks of scholarly identity efforts and avenues for potential library support.Design/methodology/approachData from 30 semi-structured phone interviews with faculty, doctoral students and academic librarians were qualitatively analyzed using the constant comparisons method (Charmaz, 2014) and Goffman’s (1959, 1967) theoretical concept of impression management.FindingsResults reveal that use of online platforms enables academics to connect with others and disseminate their research. scholarly identity platforms have benefits, opportunities and offer possibilities for developing academic library support. They are also fraught with drawbacks/concerns, especially related to confusion, for-profit models and reputational risk.Research limitations/implicationsThis exploratory study involves analysis of a small number of interviews (30) with self-selected social scientists from one discipline (communication) and librarians. It lacks gender, race/ethnicity and geographical diversity and focuses exclusively on individuals who use social networking sites for their scholarly identity practices.Social implicationsResults highlight benefits and risks of scholarly identity work and the potential for adopting practices that consider ethical dilemmas inherent in maintaining an online social media presence. They suggest continuing to develop library support that provides strategic guidance and information on legal responsibilities regarding copyright.Originality/valueThis research aims to understand the benefits and drawbacks of Scholarly Identity platforms and explore what support academic libraries might offer. It is among the first to investigate these topics comparing perspectives of faculty, doctoral students and librarians.

scholarly journals BLENDED LEARNING IN HIGHER EDUCATION: IMPLICATION AND STRATEGIES FOR ACADEMIC LIBRARY SUPPORT

2019 ◽  
Author(s):  
Oyeronke Adebayo ◽  
J. Iwu-James ◽  
Olajumoke Olawoyin ◽  
O. Fagbohun ◽  
U Esse ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Academic Library ◽  
Library Support

Why are bathrooms inclusive if the stacks exclude?

2020 ◽  
Vol 48 (1) ◽  
pp. 159-181 ◽  
Author(s):  
Travis L. Wagner ◽  
Archie Crowley
Keyword(s):  
Academic Libraries ◽  
Academic Library ◽  
Well Being ◽  
Academic Librarians ◽  
Social Implications ◽  
Content Type ◽  
Gender Nonconforming ◽  
Exclusionary Practices ◽  
And Gender ◽  
Practical Implications

Purpose The purpose of this paper is to deploy a critical discourse analysis (CDA) to consider exclusionary practices enacted by academic libraries as evidenced through resource provision. Specifically, this paper looks at the inclusion of trans and gender-nonconforming (TGNC) individuals in library guides, TGNC naming practices in abstracts and the physical shelving of transgender studies texts. This paper concludes with a discussion of methods to overcome such exclusionary practices in the future. Design/methodology/approach This paper deploys CDA as informed by queer theory, affording a lens to consider how language and information are structured such that particular power dynamics emerge placing symbolic value on discursively normal identities. CDA helps illuminate when, how and why TGNC individuals remain excluded within academic librarianship practices. Findings Findings show continued investments in heteronormative and cisnormative structures concerning information provision and access for TGNC patrons. TGNC patrons using library guides consistently fail to see any mentioned made of their respective identities aside from research about their identities. Patrons seeking information of personal value (i.e. coming out resources) find few resources. Further, library stacks and databases enact consistent microaggressions such as fetishizing, deadnaming and misgendering. Research limitations/implications This project contains considerable social implications, as it pushes against a continued recalcitrance on the part of academic libraries to invest in neutrality by showing its failures regarding TGNC persons. Practical implications This study possesses a considerable set of practical implications and highlights tangible problems that could be addressed with relative ease by academic librarians through either systemic reorganization of information or TGNC patrons. Alternatively, this work also suggests that if such reformations are not possible, academic librarians can take it upon themselves to call attention to such issues and purposefully mark these failings, thus making it clear that it is a current limitation of how libraries function and invite patrons (both cisgender and transgender) to challenge and change these representations through research and advocacy. Social implications This project contains considerable social implications as it pushes against a continued recalcitrance on the part of academic libraries (and librarianship more broadly) to invest in neutrality. This study contests the idea that while possessing neutrality academic libraries also posit themselves as inherently good and inclusive. By showing the violence that remains enacted upon transgender and gender nonconforming folks through multiple venues within the academic library, this study makes clear that statements of negativity are thrust onto TGNC patrons and they remain excluded from an institution that purports to have their well-being as one of its core values. Originality/value The deployment of CDA within information science is still a relatively new one. While linguists have long understood the multiplicity of discourse beyond language, the application of this method to the academic library as a discursive institution proves generative. Furthermore, the relationship between academic libraries and their LGBTQ+ populations is both underrepresented and undervalued, a problem exacerbated when focusing on how transgender and gender nonconforming patrons see themselves and their relationships to the academic library. This paper shows the dire state of representation for these particular patrons and provides groundwork for positively changing such representations.

Experiential Learning: The City as a Campus and Human Network

2017 ◽  
Author(s):  
Z. Mike Wang ◽  
Robin B. Goldberg
Keyword(s):  
Experiential Learning ◽  
Student Experience ◽  
Well Being ◽  
Student Body ◽  
World Cities ◽  
Global Citizens ◽  
The World ◽  
Whole Student ◽  
Or Team ◽  
The City

At Minerva, we strive to develop global citizens—students who learn to understand and care for (1) themselves as individuals, (2) the collective (be it as a student body or team), (3) the broader society (city or country), and (4) the world. Within these four contexts, we strive to develop the “whole student” across intellect, character, and well-being. In this chapter we explore how Minerva facilitates the formation of global citizens through the student experience and experiential learning, integrating the curriculum through co-curriculars and extra-curriculars in our seven world cities.

scholarly journals Growing Collaborative Outreach Efforts to Support the Well-Being of Communities

2020 ◽  
Vol 1 (1) ◽  
pp. 6-12
Author(s):  
Jessica Kohout-Tailor ◽  
C. Lili Klar
Keyword(s):  
Public School ◽  
Academic Libraries ◽  
Academic Library ◽  
Public Library ◽  
Well Being ◽  
School Librarian ◽  
Therapy Dogs ◽  
Yoga Therapy ◽  
Collaborative Efforts

Libraries of all types provide outreach efforts for their patrons to reduce stress and promote well-being. Public, school, and academic libraries often partner with external entities to provide yoga, therapy dogs, and other creative activities for their patrons. Although collaboration is expected in public, school, and academic libraries, how to collaborate and/or grow collaborative efforts is lacking in the library literature. A former public library employee and a former school librarian came together to pilot a de-stressing program for students at their academic library and each semester have continued to grow their collaborative efforts with partners on and off-campus. Strategies for how to create partnerships and expand collaborative efforts are discussed within the framework of providing programs and activities to support the well-being of library visitors. Additional planning materials, such as a list of resources, budgets, and marketing ideas are provided.

scholarly journals Aligned but not integrated: UK academic library support to mental health and well-being during COVID-19

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrew Cox ◽  
Liz Brewster
Keyword(s):  
Mental Health ◽  
Web Sites ◽  
Academic Library ◽  
Physical Space ◽  
Education Institution ◽  
Well Being ◽  
Management Decision ◽  
Content Type ◽  
Wide Range ◽  
Health And Well Being

PurposeTo discover how UK academic libraries sought to support student mental health and well-being during the COVID-19 pandemic.Design/methodology/approachThe data was from a 24-question survey of UK universities distributed in May 2021 which received 56 responses from 47 different Higher Education Institution libraries. Descriptive statistics are combined with thematic analysis of open text comments.FindingsLibraries were undertaking a wide range of activities, targeted chiefly at students and broadcast via Twitter, other social media and library web sites. The problem being addressed was the stresses of studying in the context of the pivot online and isolation caused by social distancing. Digital well-being seemed also to be an increased concern. COVID-19 had proved the value of digital support but created a number of challenges such as loss of physical space, communication barriers and lack of extra resource. The role had a somewhat informal place in the organisation. Overall library activities were aligned but not strongly integrated into institutional efforts.Research limitations/implicationsThis was a study in one specific national context with a relatively limited number of total responses. There could be a non-response bias where respondents were doing more than was typical in the sector.Originality/valueThe paper is one of the first papers to gather sector wide data and move beyond case studies of what individual libraries due to support to mental health and well-being. It also offers a case study of the impacts of COVID-19 on management pointing to its catalysing the digital shift, creating constraints on resources and communication and prompting the emergence of staff well-being as a consideration in management decision making.

scholarly journals Learning Language, Learning Culture: Teaching Language to the Whole Student

2020 ◽  
Vol 3 (3) ◽  
pp. 519-541 ◽  
Author(s):  
Deoksoon Kim
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Well Being ◽  
Learning Culture ◽  
Simple Type ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Contemporary World ◽  
Teaching Language ◽  
Whole Student

Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.

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