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1 – 8 of 8Rachael Burgin and Jonathan Crowe
This chapter critically evaluates the use of the so-called ‘rough sex defence’ in Australian rape cases. We argue that the ‘rough sex defence’ in this context is an example of…
Abstract
This chapter critically evaluates the use of the so-called ‘rough sex defence’ in Australian rape cases. We argue that the ‘rough sex defence’ in this context is an example of ‘implied consent’, specifically in that it relies on evidence that the defendant and victim-survivor had engaged in (or had even simply discussed) ‘rough’ sexual activity on a previous occasion(s). This narrative of implied consent to rough sex is used to establish either of two things. The first is that the victim-survivor actually did consent to ‘rough’ sexual activity on the occasion in question. The second is that the defendant mistakenly believed in consent, since roughness had been a feature of previous sexual discussions or activities. We argue that the use of the rough sex defence in rape trials is problematic for at least two reasons. First, the defence allows defendants to rely upon false and harmful ‘rape myths’ to avoid accountability for their actions. Second, a reliance on the rough sex defence also contradicts moves to adopt an affirmative consent standard as part of Australian rape law. We conclude by recommending reforms to the legal framework that would help reduce the reliance on the argument that a rape allegation can be explained away as ‘rough sex gone wrong’.
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Jessica E. Moyer and Terry L. Weech
To provide a comparative review of the teaching of Readers' Advisory Services in schools of library and information science in selected schools in the USA, Canada and Europe.
Abstract
Purpose
To provide a comparative review of the teaching of Readers' Advisory Services in schools of library and information science in selected schools in the USA, Canada and Europe.
Design/methodology/approach
After reviewing the literature, schools are selected based on their known activity in providing readers' advisory service courses or on their national ranking (in the case of US schools) to provide a snapshot of current level of readers' advisory instruction.
Findings
Instruction in readers' advisory services is a very small part of the total curriculum in schools examined. Librarians who wish to gain more insight to readers' advisory services must depend on continuing education opportunities, such as workshops and conference programs, not on courses in the curriculum of schools of library and information science.
Originality/value
This paper raises questions as to the relationship between library and information science curricula and the needs of practicing librarians to provide services to leisure readers. It finds that, despite an increased interest in providing readers' advisory services in libraries, library education is not responding to that need and continuing education and training programs are essential to providing librarians who are well prepared to serve leisure readers. For schools which are contemplating adding coursework in these areas, the case studies detail courses as they are offered at other institutions.
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The world is facing unprecedented potential disaster with the impending climate crisis. Research within social studies education surrounding the integration of ecological issues…
Abstract
Purpose
The world is facing unprecedented potential disaster with the impending climate crisis. Research within social studies education surrounding the integration of ecological issues, while still on the fringes, has seen a recent surge. This is a review of practitioner-oriented research published in the last ten years on teaching these issues in social studies classes.
Design/methodology/approach
This study reviews practitioner-oriented articles on teaching ecological issues in social studies classes. The author searched databases and did a manual review using specific search terms. The author’s first level of analysis was to analyze the year of publication, whether the article was (co) written by a practicing teacher and whether the article featured a lesson plan/resources. The author then analyzed the content/focus of each article.
Findings
In total, ten articles were (co)written by a practicing teacher, 23 articles included lesson plans and the article themes could fall into one of six themes (water issues, pollution, climate change, climate activism, sustainability and economic growth and ecological citizenship/ethics).
Research limitations/implications
The author was unable to review one year of articles from the Ohio Social Studies Review due to the COVID-19 pandemic and only having remote institutional access to library materials.
Originality/value
In reviewing the practitioner-oriented articles, the author hopes to not only strengthen the curricular justifications for teaching these issues in social studies classes but also show what research has been done and provide critiques and show what could be done in the future.
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Tim Gorichanaz, Jonathan Furner, Lai Ma, David Bawden, Lyn Robinson, Dominic Dixon, Ken Herold, Sille Obelitz Søe, Betsy Van der Veer Martens and Luciano Floridi
The purpose of this paper is to review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his…
Abstract
Purpose
The purpose of this paper is to review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his philosophy of information (PI) tetralogy, particularly with respect to its implications for library and information studies (LIS).
Design/methodology/approach
Nine scholars with research interests in philosophy and LIS read and responded to the book, raising critical and heuristic questions in the spirit of scholarly dialogue. Floridi responded to these questions.
Findings
Floridi’s PI, including this latest publication, is of interest to LIS scholars, and much insight can be gained by exploring this connection. It seems also that LIS has the potential to contribute to PI’s further development in some respects.
Research limitations/implications
Floridi’s PI work is technical philosophy for which many LIS scholars do not have the training or patience to engage with, yet doing so is rewarding. This suggests a role for translational work between philosophy and LIS.
Originality/value
The book symposium format, not yet seen in LIS, provides forum for sustained, multifaceted and generative dialogue around ideas.
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The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information…
Abstract
Purpose
The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books.
Design/methodology/approach
The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesthetic stance focuses on what is being lived through during the reading event. Rosenblatt’s framework was elaborated by specifying eight categories of efferent reading and six categories of aesthetic reading. The ways in which bloggers communicate their responses to such readings were examined by scrutinising a sample of 300 posts from two book blogs.
Findings
The bloggers mainly articulated responses to efferent reading by sharing information about the content of the reviewed books, as well as their strengths and weaknesses. Responses to aesthetic reading were mainly articulated by describing how the bloggers experienced the narrative, what kind immersive experiences they had and what kind of emotions were felt during the reading process.
Research limitations/implications
As the study is explorative in nature and focusses on a sample of blog posts, the findings cannot be generalised to depict how people share their responses to efferent and aesthetic reading in social media forums.
Originality/value
The paper pioneers by examining the potential of Rosenblatt’s theory in the study of sharing information about reading experiences in book blogs. The findings demonstrate that the categories of efferent and aesthetic reading can be elaborated further for the needs of information behaviour research.
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