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Machine learning and artificial intelligence (AI) have arisen as the availability of larger data sources, statistical methods, and computing power have rapidly and simultaneously evolved. The transformation is leading to a revolution that will affect virtually every industry. Businesses that are slow to adopt modern data practices are likely to be left behind with little chance to catch up.

The purpose of this chapter is to provide a brief overview of machine learning and AI in the business setting. In addition to providing historical context, the chapter also provides justification for AI investment, even in industries in which data is not the core business function. The means by which computers learn is de-mystified and various algorithms and evaluation methods are presented. Lastly, the chapter considers various ethical and practical consequences of machine learning algorithms after implementation.

Storytelling can be the difference between your data making a true contribution or remaining unheard. Because in order to move your stakeholders to act, they need to thoroughly understand why your data matters, and often on an emotional as well as a rational level. And for that, there is no more powerful tool than storytelling.

In this chapter, we'll apply the techniques of the most powerful story form of all, movies, to data slides, and in the process, make them easy to understand and believe in.

You'll read and see techniques and examples that will help you:

• Focus your data so it's quick and clear.

• Frame it in ways that feel tangible and relatable to your stakeholders.

• Make the reason why it matters more powerful so your stakeholders will be moved to act.

• How storytelling will become even more interesting in the age of machines.

Focus your data so it's quick and clear.

Frame it in ways that feel tangible and relatable to your stakeholders.

Make the reason why it matters more powerful so your stakeholders will be moved to act.

How storytelling will become even more interesting in the age of machines.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

The aim of this study is to analyze a framework of team learning that includes three learning processes (adaptive, generative, and transformative), factors that stimulate these processes, and consequences of them. The variables provided a field study of the model.

In the field study, 69 project teams of 3 to 11 students and their instructors responded to surveys.

Positive learning stimuli were related to adaptive and generative learning processes, while negative stimuli were related to transformative learning processes. Learning processes were related to individual student learning outcomes. In addition, adaptive and generative learning processes were positively related to team and instructor ratings of outcome quality, while transformative learning was negatively related to team ratings of outcome quality.

The results were subject to the following limitations: cross‐sectional design, mostly self‐report measures, and the lack of control endemic to field research. As such, this study is viewed as an initial test of the team‐learning model in a field setting. Additional research, including longitudinal designs and experimental designs, are called for.

This study adds to the growing literature on group learning. Educators and managers need to be aware that there are different kinds of learning processes in which groups can engage and that these are stimulated to occur differently and have a different impact on outcomes.

Team learning is rarely assessed directly as a construct in its own right and there is a lack of empirical support delineating causes and consequences of team learning. This field study is a first step in this direction.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.