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Clinical genomics is a complex, innovative medical speciality requiring clinical and organizational engagement to fulfil the clinical reward promised to date. Focus thus far has been on gene discovery and clinicians’ perspectives. The purpose of this study was to use implementation science theory to identify organizational barriers and enablers to implementation of clinical genomics along an organizations’ implementation journey from Preadoption through to Adoption and Implementation.

We used a deductive qualitative approach study design drawing on implementation science theory - (1) Translation Science to Population Impact Framework, to inform semi structured interviews with organizational decision-makers collaborating with Australian and Melbourne Genomics, alongside and (2) Theoretical Domains Framework (TDF), to guide data analysis.

We identified evolving organizational barriers across the implementation journey from Preadoption to Implementation. Initially the organizational focus is on understanding the value of clinical genomics (TDF code: belief about consequences) and setting the scene (TDF code: goals) before organizational (TDF codes: knowledge and belief about consequences) and clinician (TDF codes: belief about capability and intentions) willingness to adopt is apparent. Once at the stage of Implementation, leadership and clarity in organizational priorities (TDF codes: intentions, professional identity and emotion) that include clinical genomics are essential prerequisites to implementing clinical genomics in practice. Intuitive enablers were identified (e.g. ‘providing multiple opportunities for people to come on board) and mapped hypothetically to barriers.

Attention to date has centred on the barriers facing clinicians when introducing clinical genomics into practice. This paper uses a combination of implementation science theories to begin to unravel the organizational perspectives of implementing this complex health intervention.

The purpose of this paper is to focus on middle-school-aged young people’s information-seeking behavior and the knowledge and perceptions they have of and about federal government websites.

The case study included 37 youth across four middle schools in the mid-Atlantic USA who all participated in a research-focused after-school program. During these sessions, they participated in several data collection activities, including an interview, a survey, a word association activity, an evaluation of the homepage of a government website, and card-sorting. Using conventional, directed, and summative content analysis techniques, the narratives from each data collection activity were coded using in vivo and theory-based terms.

The study finds that the majority of participants viewed government websites favorably, but were frequently unsure of what government websites are or who is responsible for their creation. Perhaps more significantly, participants’ views of information-related policies frequently were raised during discussions about government websites. The perceptions reflected the youth information-seeking behaviors and information literacy gaps.

Overall, these findings shed light on the opinions of an understudied population in e-government research and inform both policy makers and educators on how to best disseminate government information to youth.

How can researchers develop methods that are both child-centered and grounded in the “epistemology of racial emancipation” given the unique challenges associated with conducting research with young people and white people? The purpose of this chapter is to examine the use of an innovative child-centered visual research method within the context of a larger ethnography focused on how white children come to form ideas about race in America. As part of a broader ethnographic study, white children between the ages of 10 and 13 were presented with photographs of celebrities. Children were asked questions about how to racially classify these popular culture icons, an activity that led to further discussion about race and racism in America. Drawing upon photographs of popular cultural icons and celebrities is one strategy for approaching uncomfortable topics with children in way that is less intimidating and that also brings new data to the study. Children made this aspect of the interview their own, bringing their unique perspectives to bear. This chapter discusses at length unique methodological issues, strategies, and innovations involved in research with white children about race. This chapter makes original contributions to the field of developing innovative, child-centered methods for conducting research with children and youth as well as existing scholarship on whiteness, privilege, and the social reproduction of racial ideology/racism.

While much discussion of information literacy in librarianship has focused on the educational roles that librarians play in promoting information literacy among the communities they serve, the information literacy education of librarians themselves has not received much attention. In response to an article written by the authors of this chapter, a surprisingly large number of librarians responded to them to try to contradict the assertions of their article using what was clearly disinformation. Drawing upon these attempts by librarians to spread misinformation in a professional context, this discussion explores the ways in which a lack of critical information literacy among information professionals can impact the ability of libraries and librarians to support their communities. This chapter also considers ways in which the librarians and library professional organizations could work to promote critical information literacy among current and future members of the profession.

This chapter introduces the role that libraries play in promoting and fostering human rights and social justice within the communities they serve. In describing this role, it highlights the different ways in which information intersects with human rights and social justice.

This chapter offers a brief review of the existing body of literature related to human rights and social justice in the field of library and information science (LIS). After articulating the need for this edited volume, we introduce the four sections in this book: Conceptualizing Libraries as Institutions of Human Rights and Social Justice; Library Services to Marginalized Populations; Human Rights and Social Justice Issues in LIS Professions; and Human Rights and Social Justice Issues in LIS Education.

The social roles and responsibilities of libraries have expanded greatly in recent years. These roles and responsibilities, however, are not often framed within the discourse of human rights or social justice. Together, the chapters in this book—written by researchers, educators, and professionals—paint a comprehensive picture of the broad range of roles and contributions of libraries in human rights and social justice.

This chapter introduces a book that explores the current efforts of libraries to meet a wide range of community needs (including education, employment, social services, civic participation, and digital inclusion) through the lenses of human rights and social justice.

Purpose – This paper summarises what is known about the victimisation of immigrants in Australia.

Methodology – A review of the literature.

Findings – Immigrants in Australia appear to be less victimised than natives. However, this may be an unwillingness of report victimisations and/or not defining certain events as victimisations. Immigrants are more likely than natives to perceive their victimisations as racially motivated and they experience higher levels of fear of crime.

Value – This paper provides a succinct look at the experiences of immigrants based upon the findings of victimisation surveys in Australia.