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The ability to gather, store, and make meaning from large amounts of sensor data is becoming a technological and financial reality for cities. Many of these initiatives are happening through deals brokered between vendors, developers, and cities. They are made manifest in the environment as infrastructure – invisible to citizens and communities. We assert that in order to have community-centered smart cities, we need to transform sensor data collection and usage from invisible infrastructure into visible and legible interface. In this chapter, we compare two different urban sensing initiatives and examine the methods used for feedback between sensors and people. We question how value gets produced and communicated to citizens in urban sensing projects and what kind of oversight and ethical considerations are necessary. Finally, we make a case for “seamful” interfaces between communities, sensors, and cities that reveal their inner workings for the purposes of civic pedagogy and dialogue.

The tradition of urban public space confronts the reality of a ubiquitous, mobile ‘me media’ filled environments. Paradoxically, the ability to connect globally has the tendency of disconnecting location. The examination of modern public spaces, diversity and spontaneity in those spaces requires recognition of the transformative power of changes in the media landscape. Compartmentalization or segregation of interaction based on choice shapes attitudes toward diversity. In the digital media environment the individual blocks, filters, monitors, scans, deletes and restricts while constructing a controlled media environment. Modern urban life is lived in the interstice between physical and mediated spaces (between physical local and virtual connection) the relationship to public space. Augmented with embedded and mobile media public spaces simultaneously offer those who enter a combination of connection and detachment. This paper utilizes a media ecology model.

WHEN John I. Snyder Jr. flew over from the United States he probably did not relish the Cassandra rôle into which circumstances had forced him. As president of U.S. Industries he gave one of the most depressing addresses of modern times. Since his firm is a large manufacturer of automation machines it was probably natural that he should say: ‘Automation is inevitable. Its use is rapidly increasing. Positive action by the makers of automation machines must be taken now to preserve the human values which could otherwise become cannon fodder of the automation barrage.’

The purpose of this paper is to provide a bibliometric review of the journal Library Review (LR) from 1989 until its relaunch in 2018 as global knowledge, memory and communication.

Bibliometric analysis of 1,084 articles published in LR in the period 1989–2017.

Authors from 69 different countries have published in the journal, with Scotland providing the largest single contribution in terms of authors and institutions. Articles in the journal have been extensively cited, with the citations coming not only from the core library and information science literature but also from journals in a very broad range of disciplines.

This paper extends previous work on articles published in the journal and provides the first detailed study of citations to those published articles.

There is a great deal of discussion involving Black male college athletes, particularly at Division I colleges and universities in revenue-generating sports. However, there is little discussion with regard to the unique role and complex challenges faced by Black male personnel who have the task of supporting student-athletes, especially athletes who are also Black males. The authors of the chapter extensively review the role of student-athlete academic support departments and the competencies needed to work in the profession. In addition, the chapter authors discuss how Black male identity can affect the Black male’s role in academic support positions.

This chapter provides an introduction to the smart city and engages with its idea and ideals from a critical social science perspective. After setting out in brief the emergence of smart cities and current key debates, we note a number of practical, political, and normative questions relating to citizenship, social justice, and the public good that warrant examination. The remainder of the chapter provides an initial framing for engaging with these questions. The first section details the dominant neoliberal conception and enactment of smart cities and how this works to promote the interests of capital and state power and reshape governmentality. We then detail some of the more troubling ethical issues associated with smart city technologies and initiatives. Having set out some of the more troubling aspects of how social relations are produced within smart cities, we then examine how citizens and citizenship have been conceived and operationalized in the smart city to date. We then follow this with a discussion of social justice and the smart city. In the fifth section, we explore the notion of the “right to the smart city” and how this might be used to recast the smart city in emancipatory and empowering ways. Finally, we set out how the book seeks to answer our questions and extend our initial framing, exploring the extent to which the “right to the city” should be a fundamental principle of smart city endeavors.

The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment.

In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed. Participants completed online coursework through Montana Digital Academy (MTDA). A theoretical model illustrates the successful adaptation of Native students to online learning.

Students' learning needs and the online learning environment were congruent. Course offerings at local high schools were limited, resulting in boredom and lack of challenge. Students wanted new and interesting coursework and learning online met those needs. Students worked at their own pace and ability levels and enjoyed the challenge, freedom, and independence resulting from learning online. Students who frequently missed school were easily accommodated.

Students' orientation toward education, such as attitudes toward learning and school, family influences, and interactions with classroom teachers, affected the adaptation process. Participants felt empowered and had more positive expectations for their future as a result of learning online. This was caused by: feelings of independence working without face‐to‐face contact from a teacher; confidence gained when successfully completing assignments; and control felt from being in charge of their own learning.

This paper describes college‐bound Native American high school students' online learning experiences; research on this topic is practically non‐existent. The findings can benefit those who lack understanding of how Native students adapt to an online environment; educators are better equipped to create supports that promote academic success for Native American students.

The notion that management learning should first and foremost meet the needs of business clearly makes sense. It seems almost inconceivable, then, that it has taken over half a century and a near revolution in working attitudes for workplace‐focused action learning to gain mainstream acceptance.