Community building, multiculturalism and the suburban public library

This research investigates the role of public libraries in building communities and cross-cultural citizenship through provision of equitable information resources and services to English as Additional Language (EAL) speakers, particularly in metropolitan Perth, Western Australia. The rapidly changing demographic profile of Western Australia is producing an ever increasing diversity of people who need to access information in order to thrive in their new community. However, access to these information services pose challenges to users who lack competency in language, computer and general literacy, while the increasing diversity in the local population creates widely divergent competencies in information seeking skills among library clients. Diversity, which has become evident in many contemporary communities, unveils a wide range of information seeking skills, which varies from individuals who are illiterate (often from an agrarian background) and others who are highly educated with substantial English language and computer skills. In this research, the concept of equity in the provision of library services for EAL speakers was investigated by reviewing the library environment in Perth, Western Australia from the perspective of library staff and EAL clients. In-depth interviews were conducted with participants from across various EAL backgrounds as to their knowledge, understanding and current usage of library services. The interview sessions identified the extent of user acceptance of these services and the factors which indicated levels of perceived equity of these library services. The findings from the responses of the public library staff and EAL speakers revealed a complex and diverse local library environment. The public library system, in Western Australia traditionally modelled to serve English language clientele, is yet to fully recognise the presence of the multicultural clientele in its library service provision. Thus, the shift in public library perspectives towards service provision for diverse ethnic groups is evident in isolation but not in adherence to a transparent, consistent government policy which filters down to the local libraries as a guide for normal practices. The EAL speakers’ responses revealed a dire need for English language and computer skills education for some ethnic groups, in order to facilitate their public library access. The findings revealed that some of the EAL groups are unaware of the public library system, its intrinsic value or its culture including that the services are free and offered in a democratic and safe space. Some of the EAL groups also distrust government entities and figures of authority per se as officials symbolise maltreatment of their families and ethnic groups in their countries of origin. Reliance on natives from their own communities, revealed within the interview data, has led to an emergence of bonding social capital tendencies and limited integration with the host culture. The public library is strategically located to draw diverse individuals from its local suburb and contribute towards community building strategies and integration in Western Australia. Having located gaps between library service provision and library service needs, this research developed a model for possible future strategic directions for public libraries in Western Australia

EXAMINING TEACHER KNOWLEDGE AND PREPAREDNESS: TEACHERS FROM INDIA IN SOUTH CAROLINA AND THE IMPLEMENTATION OF UDL PRINCIPLES IN GENERAL EDUCATION CLASSROOMS

Increasing student diversity and the global emphasis on inclusive education necessitate a critical focus on teacher preparedness in implementing inclusive practices within classrooms. Teacher preparedness in inclusive practices is essential to ensure all students thrive in a truly inclusive educational environment. Universal Design for Learning (UDL) promotes equitable learning environments by empowering educators to address the diverse needs of their students. This framework is aligned with inclusive education legislation and provides multiple ways for learners to engage, understand information, and express their knowledge. UDL recognizes learner variability and supports student self-determination by offering choices along the learning journey, fostering greater ownership, engagement, and adaptability based on unique needs. This study examines the self-reported knowledge and preparedness of teachers from India in implementing Universal Design for Learning (UDL) principles in South Carolina classrooms. Understanding these influences, grounded in UDL\u27s proactive approach to inclusive education and Vygotsky\u27s emphasis on the sociocultural context of learning, is crucial for creating effective professional development programs that support teachers from India as they adapt their instructional strategies for success in diverse U.S. classrooms. The study investigates how factors such as U.S. teaching experience, education level, and inclusive education coursework influence UDL preparedness in these teachers. The study adopted a quantitative research approach, utilizing a survey refined through a pilot study with local and international teachers. Participants included Indian-origin teachers teaching in South Carolina with diverse experiences. The data collection methods used cross-sectional surveys, snowball sampling, and a digital format to ensure accessibility. Descriptive statistics, multiple regression, and correlational analyses were employed to gain insights into teachers\u27 preparedness levels. Findings indicate that while U.S. teaching experience initially boosts UDL preparedness, this growth may plateau over time. Teachers with master\u27s degrees or higher consistently exhibited greater UDL knowledge. Specific areas, particularly supporting multilingual learners, necessitate targeted UDL training for all teachers, regardless of experience level. The study identifies potential gaps in teachers\u27 UDL preparedness and highlights the crucial role of supportive school environments with collaborative communities for ongoing professional development. Recommendations include comprehensive UDL professional development, prioritizing multilingual supports, collaborative UDL communities within schools, administrator training on UDL, and expanding UDL training in Indian pre-service teacher preparation programs. This study highlights a critical disconnect between South Carolina\u27s commitment to inclusion and the lack of UDL training mandates for all teachers. The study\u27s specific sample and reliance on self-reported data may limit the generalizability of findings and potentially introduce bias into the assessment of UDL preparedness

Migration Research in a Digitized World: Using Innovative Technology to Tackle Methodological Challenges

This open access book explores implications of the digital revolution for migration scholars’ methodological toolkit. New information and communication technologies hold considerable potential to improve the quality of migration research by originating previously non-viable solutions to a myriad of methodological challenges in this field of study. Combining cutting-edge migration scholarship and methodological expertise, the book addresses a range of crucial issues related to both researcher-designed data collections and the secondary use of “big data”, highlighting opportunities as well as challenges and limitations. A valuable source for students and scholars engaged in migration research, the book will also be of keen interest to policymakers

Migration Research in a Digitized World

This open access book explores implications of the digital revolution for migration scholars’ methodological toolkit. New information and communication technologies hold considerable potential to improve the quality of migration research by originating previously non-viable solutions to a myriad of methodological challenges in this field of study. Combining cutting-edge migration scholarship and methodological expertise, the book addresses a range of crucial issues related to both researcher-designed data collections and the secondary use of “big data”, highlighting opportunities as well as challenges and limitations. A valuable source for students and scholars engaged in migration research, the book will also be of keen interest to policymakers

Migration Research in a Digitized World: Using Innovative Technology to Tackle Methodological Challenges

This book explores implications of the digital revolution for migration scholars' methodological toolkit. New information and communication technologies hold considerable potential to improve the quality of migration research by originating previously non-viable solutions to a myriad of methodological challenges in this field of study. Combining cutting-edge migration scholarship and methodological expertise, the book addresses a range of crucial issues related to both researcher-designed data collections and the secondary use of "big data", highlighting opportunities as well as challenges and limitations. A valuable source for students and scholars engaged in migration research, the book will also be of keen interest to policymakers