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This research paper explores the roles of electronic texts in research projects in the humanities and seeks to deepen the understanding of the nature of scholars' engagement with e-texts. The study used qualitative methodology to explore engagement of scholars in literary and historical studies with primary materials in electronic form (i.e., e-texts). The study revealed a range of scholars' interactions with e-texts during the whole research process. It uncovered a particular pattern of information-seeking practices in electronic environments called netchaining and the main types of uses and contributions of e-texts to research projects. It was found that e-texts play support and substantive roles in the research process. A number of influences from electronic environment are identified as challenges and aids in working with e-texts. The study does not have statistical significance. It indicates a need for further research into scholarly practices, training requirements, and new forms of service provision. Study results are relevant for the development of digital collections, information services, educational programs, and other forms of support for the use of technology in research. The results can be also used to inform approaches to text encoding and development of electronic information systems and have implications for organizational and industry policies. The study found a range of scholars' interactions and forms of intellectual engagement with e-texts that were not documented and analyzed by earlier studies. It provides insights into disciplinary variations in the humanities and contributes to the understanding of scholarly change catalyzed by information technology.

This chapter discusses the different types of researcher/participant relationship described in the case study chapters, alongside the extent to which the projects were (and could be) pre-defined in terms of structure and expected outcomes. The case studies ranged from secondary data analysis methods with no researcher/participant contact, those with structured one-off interviews, those with more ongoing, but still researcher-led, relationships between researcher and participant, to more ethnographic and participatory research where relationships were negotiated between researcher and participant and, in some cases, led by the participants. This chapter highlights that researcher/participant relationships lie parallel to the structure of the project and the extent to which the outcomes are pre-defined. Despite the range of types of relationship, however, all the case studies highlighted the value of trust in those relationships, for participants to feel happy to share the details of their personal lives beyond that which is usually visible in the formal education setting of school. Edwards' (2017a) concepts of relational agency, relational expertise and common knowledge are used to help explain why these relationships matter in research on out-of-school learning – to understand activities that we do not know about, which take places in spaces that we are unfamiliar with.

This chapter presents findings from a qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about survival.

The participants spent time over a four-week period in three phases – selecting a topic, locating information, and presenting information. Participants completed journals and participated in interviews. The participants’ online searches and how they organized their presentations were recorded. The researcher took field notes. These four data sources were used to determine subcategories in each phase to document the strategies they employed as they completed the project.

Participants used phrases and questions as they decided on key words to locate information. The majority of the sites they visited ended in the .com domain. They used different web browsers and spent varied amounts of time reading websites once they decided on key words and selected sites. Each participant approached the project uniquely and met the requirements to complete it.

This study suggests that students in self-contained resource classes engage with online content in sophisticated ways but that they still need support from teachers to optimize their learning.

Studies like this add to a body of research offering thick descriptions of teachers and students work together. In addition, this chapter derives value from the fact that it was conducted by a classroom teacher and therefore offers a unique perspective on the classroom as a learning environment as well as a site of inquiry.

The importance of the satisfaction derived by participants has escalated in all manufacturing sectors. Due to increased opposition and dissatisfied participants, the importance of participant satisfaction is being stressed in construction as well, despite the fact that only a few studies have been conducted thus far. Many stakeholders are involved in construction projects, and their satisfaction may result in having a direct effect on the successful delivery of the project. Construction projects have to do with several stakeholders; also, their satisfaction could straightforwardly impact the presentation of resulting projects. It is difficult to express participant satisfaction solely in terms of numbers. Achievement of specific objectives (successes) that lead to compensation of specific project goal could be achieved all through the recurring value–goal procedures at the design and development phases, when construction professionals are involved in the project. It can be inferred that participant satisfaction is critical to preserving the project's consistency and degree of collaboration.

This chapter draws on qualitative data and observations from a range of projects seeking to use football to support mental health recovery. The authors conceptualize recovery as a fluid ongoing process that while supporting individuals to manage and deal with mental illness, may not result in the reduction or remission of clinical symptoms.

The research discussed in the chapter is drawn from interviews with male participants aged 18–40 years, who participated in four different football and mental health projects.

The chapter outlines three key ways in which participants perceived that football contributes positively to their recovery. Participants discuss football as providing a “safe space,” free from stigma, and as a setting where they can develop productive and engaging social relationships with medical professionals, support staff, coaches, and peers. Finally, they perceive football as a context in which they can begin to rework and redefine their identities, to move away from identities constructed around illness and vulnerability.

The chapter concludes by considering both the value and limitations of football as a mechanism for supporting recovery.

This chapter discusses ethics in participatory photography with focus on refugee participants and informal refugee camp setting. The chapter draws on ethics in participatory photography projects elsewhere and especially the experiences of photographers who work with these methods. The context here is the Calais Jungle camp, where the authors worked with a group of participants, who were residents of the camp, over several months to encourage photographing and documenting life in the camp and beyond, and to work on life stories that can be drawn from and inspired by these photos. The project, and hence the ethics in our work, were framed by the experiences of the refugee participants, and so at all times the authors needed to navigate temporality, violence, state oppression, lack of resources, human rights violations, language barriers, religious and cultural differences, national and supranational immigration policies, shame, and more. This chapter discusses how the authors navigated these ethical issues, the limitations of the approaches and solutions they found, and the lessons they learned, which can be applied to research using participatory visual methods with refugees.

The chapter describes the Outcome-Based Evaluation (OBE) Initiative of the New York State Library (NYSL) from its start in 2003. Through extensive training, online support, and integration into statewide processes and grant projects, the initiative has brought OBE to New York State's library community with the overall goals of measuring impact and leveraging funding. NYSL's OBE activities and lessons learned are especially helpful to those interested in developing a similar initiative or aspects of it. The activities and findings of the initiative are reviewed including implementation of the ten-stage OBE Training Plan that was the project's foundation. Logic models and outcomes were used to plan and evaluate most of the initiative.

The OBE Initiative has been a success on many levels. Training and support have been effective in teaching library staff how to implement OBE at regional and local levels. The approach has been widely accepted by libraries. NYSL has also integrated OBE techniques into several statewide processes and grant projects. Through OBE, libraries are able to determine the impact of their programs and services. Outcome data leads to improved planning and better decision making. Users ultimately receive higher quality library services, resulting in a more literate community and workforce. OBE can also support advocacy efforts, leading to increased funding for services. While many in the library community are now using OBE, very few have developed a statewide initiative. The chapter is original and has high value. Each of the three authors has carried out multiple aspects of the project.