Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try—and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots.

Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning.

Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem—they will have become better educators all around.

With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book

• presents the argument for why collection management decisions and practices should focus on equity, exploring systemic inequities, educational paradigm shifts, developments in the information environment, and other key factors;
• lays out the theoretical foundation for developing and managing a library collection that facilitates learning, supports the development of multiple literacies, and provides equitable access to an increasingly diverse group of young learners;
• touches upon current competencies and standards by AASL, YALSA, and ALSC;
• uses a learner-centered and equity perspective to cover core issues and criteria such as selection and removal of materials, budgeting, and cooperation among libraries;
• shows how a business viewpoint can assist the learner-centered collector in articulating the central significance of the collection to learning;
• discusses how library staff can work collaboratively to create policy and negotiate budgets; and
• includes customizable tools and templates, including a Stakeholder Contact/SWOT Analysis, Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance Equity, and Collection Development Analysis Worksheet.

This resource will be as useful to current school librarians and supervisors, youth librarians in public libraries, and educators as it will to LIS students.

More than fifteen years later, Hurricane Katrina maintains a strong grip on the American imagination. The reason is not simply that Katrina was an event of enormous scale, although it certainly was by any measure one of the most damaging storms in American history. But, quite apart from its lethality and destructiveness, Katrina retains a place in living memory because it is one of the most telling disasters in our recent national experience, revealing important truths about our society and ourselves.

The final volume in the award-winning Katrina Bookshelf series The Continuing Storm reflects upon what we have learned about Katrina and about America. Kai Erikson and Lori Peek expand our view of the disaster by assessing its ongoing impact on individual lives and across the wide-ranging geographies where displaced New Orleanians landed after the storm. Such an expanded view, the authors argue, is critical for understanding the human costs of catastrophe across time and space. Concluding with a broader examination of disasters in the years since Katrina—including COVID-19—The Continuing Storm is a sobering meditation on the duration of a catastrophe that continues to exact steep costs in human suffering.