Contemplative Pedagogy: Building Resilience in Academic Libraries:

This chapter addresses the emerging movement of contemplative pedagogy in higher education with an emphasis on academic librarianship. The authors posit how integrating mindfulness-based practices into pedagogy and programming builds resilience in students, creating meaning in an age of climate disruption, information overload and uncertain times. Examples of librarians’ relevant professional development activities are also included. Library spaces offering mindfulness opportunities for students are explored and a contemplative-oriented, campus-wide collaboration centered on climate disruption is featured. Selected Sustainable Development Goals of the United Nations 2030 Agenda are touched on, demonstrating how contemplative approaches in academic libraries support well-being, justice, community building and concern for the fate of the earth

Recipes for Mindfulness in Your Library: Supporting Resilience and Community Engagement

Mindfulness not only offers the possibility of a healthy life/career balance for librarians themselves, but in challenging times of rapid social change and uncertainty, it also represents a powerful way to build community resilience. In fact, mindfulness experiences can be structured to nurture the kind of civic engagement and discourse essential for library support. This collection explores a wide range of approaches that demonstrate how librarians have integrated mindfulness into their teaching, collections, services, programming, spaces, partnerships, and professional development. An inspirational idea generator for library administrators, marketers, and outreach staff, in this book the contributors delve into such mindful activities asusing a work journal to practice reflective writing;mindful strategies for leading library teams;yoga and meditation groups at public libraries;helping students destress with a library Zen Zone;deploying digital resources to promote mindfulness;mindful scholarship at Minneapolis College; andovercoming research anxiety using a mindful approach.As more librarians commit to individual and sustained reflection and practices in their own lives, those approaches can expand to include the communities they serve. This collection offers more than a dozen in-depth examples of mindfulness in action

Going Green: Implementing Sustainable Strategies in Libraries Around the World

This publication is the outcome from a book project seminar, held during the Wintersemester 2017/2018 at the Institut für Bibliotheks- und Informationswissenschaft (Berlin School for Library and Information Science) at Humboldt-Universität zu Berlin, Germany, led by Petra Hauke. Participants in the seminar were Sasha Agins, Valentina Dimitriadu, Gesa Funke, Yannick Kavka, Jochen Nüske, Maximilian Paus, Huilin Ren, Sami Rustom, Vanessa Schrödter, Lisa Tänzer, Sophie Tertel, Katharina Toeppe, Antonia Trojok, Martine Weil, Erika Werner and Marvin Wieland. For further information please visit the book project’s website at http://www. ibi.hu-berlin.de/studium/studprojekte/buchidee

Sex education and the problematization of teenage pregnancy: a genealogy of law and governance

This essay provides a theoretical examination of the law regulating sex education and focuses in particular on the way in which it responds to teenage pregnancies. Adopt- ing a post-structural approach, it seeks to demystify the ’common-sense’ political consensus in Britain that the current rate of teenage pregnancies is a ’problem’, by examining how they are problematized by the social constructions, and moral and economic values and calculations within dominant political discourses. It then demonstrates how these constructions translate into conflicting solutions, or programmes, of health education and moral education. In demonstrating how these programmes are deployed to govern child sexuality, this essay identifies a variety of techniques of government, such as how different meanings and attributes are given to words like ’children’ and ’parents’ and ’health’ and ’biology’; how the knowledge and expertise of health professionals are legitimized within a particular location and how the curriculum structure itself performs a particular function. In examining the role of law throughout this process, this essay demonstrates how the law concerning sex education operates outside of a repressive juridical model and is able to connect the aspirations and aims of the state with more positive uses of power