An exploration of the information literacy experiences of home educating families

Background and aims There is limited existing research on the information literacy experiences of home educating families. This study aims to explore these experiences, providing a framework and context for their experiences and finding parallels in the existing literature on information literacy. Methodology This is a qualitative study consisting of five in-depth interviews with families. The findings were analysed using a grounded, interpretive approach. Results and conclusion The findings suggested that digital aspects of information literacy were significant for these families and that communities of practices were a useful way to understand their information literacy. The importance of reflection for information literacy was also demonstrated. There was some evidence that the information literacy of home educating families could be seen as challenging the orthodoxy of more formal educational models

Factors Supporting the Leadership of Women of Color in Higher Education, Local Politics, and the Nonprofit Sector

Women of color (WOC) are underrepresented in leadership roles within the fields of higher education and the nonprofit sector. The purpose of this study is to learn about the experiences of WOC who have achieved leadership roles in their professional fields. The collective experiences of women of color leaders will inform best practices for WOC who are pursuing professional leadership roles or professional mobility. These best practices will be beneficial for WOC, as well as employers who have the power to create a culture which supports the leadership of diverse WOC. It is essential for their leadership to inform best practices within these institutions since nonprofits serve communities of color and higher education institutions can support the advancement of communities of color through education leading to sustainable employment

Owner capabilities in the project society: The setting of project-supported organisations

Building on extant research on domains of project organising, the aim of this study is to explore the application of the concept of owner capabilities to the wider setting of the project society. To this end, the study focuses on the context of project-supported organisations (PSOs) that operate through a continuous provision of goods and services and only occasionally undertake projects to expand or maintain its business infrastructure. We select the setting of fast-moving consumer goods, where projects have the role of capacity expansion or extension of operational capability. Engaging with 18 informants from a selection of organisations on the supply and demand side in the provision of capital projects in the selected setting, the study provides further insight into the nature and role of strategic, commercial and governance owner capabilities in project-supported organisations. Building on the findings, we derive key recommendations for project leadership and we conclude by calling for future research to understand the role of project owners and their capabilities in the various contextual settings of the project society

Integrating FATE/critical data studies into data science curricula : where are we going and how do we get there?

There have been multiple calls for integrating topics related to fairness, accountability, transparency, ethics (FATE) and social justice into Data Science curricula, but little exploration of how this might work in practice. This paper presents the findings of a collaborative auto-ethnography (CAE) engaged in by a MSc Data Science teaching team based at University of Sheffield (UK) Information School where FATE/Critical Data Studies (CDS) topics have been a core part of the curriculum since 2015/16. In this paper, we adopt the CAE approach to reflect on our experiences of working at the intersection of disciplines, and our progress and future plans for integrating FATE/CDS into the curriculum. We identify a series of challenges for deeper FATE/CDS integration related to our own competencies and the wider socio-material context of Higher Education in the UK. We conclude with recommendations for ourselves and the wider FATE/CDS orientated Data Science community

Faculty writing groups: a support for women balancing family and career on the academic tightrope

Open access article. Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 Canada license (CC BY-NC-ND 2.5 CA) appliesThis qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.Ye

Interleukin-1 mediates neuroinflammatory changes associated with diet-induced atherosclerosis

Systemic inflammation contributes to brain pathology in cerebrovascular disease through mechanisms that are poorly understood