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The IFLA Trend Report identified five trends that will impact the information environment (IFLA, 2015), such as access to information with new technologies, online education for global learning, hyper-connected communities, and the global information environment. The faculty at San José State University (SJSU) School of Information (iSchool) is engaged in a wide range of activities that focus on these trends--benefiting students, enhancing faculty professional development, and extending the school's impact on the global information environment. The importance of incorporating global perspectives in the curriculum to reflect changes in the way that communities around the world access and share information is the focus of numerous studies. The SJSU iSchool has been an early adopter of various practices to increase the range of international education, outreach, and research initiatives. This article provides examples of curricular, research, and collaborative projects that our faculty has developed, both for our students and for the global community of information professionals. Key initiatives presented include virtually abroad global projects, globalization of LIS curriculum, international LIS internships, international project-based learning, faculty professional development, and international collaborations. Collectively, these initiatives demonstrate the diverse ways the iSchool is addressing the need in higher education to reach across national borders, especially in the information field.

That campuses suffer unacceptable levels of violence is undisputable; they are part of a larger American society in which family, community, and institutional violence far exceed levels found in comparable Western nations. And yet, amid the finger-pointing and scapegoating of students as violent, we note a critical lack of evidence-based analysis, which is the basis for reasoned solutions. Are our students in imminent danger on our campuses? Are our campuses dangerous places? This investigation finds that, in fact, campus areas are considerably safer places for young adults than non-campus areas, although certain campus populations do suffer high rates of violence. This more complex profile of campus communities requires a new research perspective to better understand the simultaneously encouraging, troubling, and unexpected patterns of violence, crime, and risk today.

While instructors know the importance of successful small group collaboration, and the value of the skills required to execute them, students continue to prefer to work independently. The promise and development of recent online tools, however, and streams of recent research on small group collaboration, continue to produce less-than-satisfying or sufficiently generalizable pedagogical interventions. This study examines a more systematic attempt to direct students through specific tasks designed to improve their experience and produce higher quality student learning outcomes. Two groups of graduate students across four required online classes were surveyed about their attitudes and the steps they take when engaging assigned small group projects. The first group was offered a pre-recorded lecture as a resource while the second group was offered the same lecture plus additional specific ground rules to help avoid common negative experiences. Both groups were asked to complete surveys about their experiences. While many students continue to exhibit less-than-productive behaviors and practices, even after engaging the guidelines, some improvements did emerge. The study points out that more attention to pedagogical intervention is indicated if instructors hope to improve learning outcomes in valuable small group collaborations.

Broadening computer science learning to include more students is a crucial item on the United States' education agenda, these authors say. Although policymakers advocate more computer science expertise, computer science offerings in high schools are few--and actually shrinking. In addition, poorly resourced schools with a high percentage of economically disadvantaged students are even less likely to offer computer science, and few minorities and females sign up for such courses, adding an equity dimension to the problem. Margolis and her colleagues, authors of Stuck in the Shallow End: Education, Race, and Computing, describe a partnership they developed between the University of California at Los Angeles and officials in the Los Angeles School District. This partnership has increased the number of computer science courses in the district's schools and dramatically upped the number of Latino, black, and female learners taking AP Computer Science. They describe a yearlong introductory computer science course they developed, using pedagogy designed to attract diverse learners, and a professional development program they offer teachers in L.A. schools. (Contains 1 endnote.)

The article focuses on the remodeled TeenZone Department at the Oakland Public Library (OPL) located in Oakland, California. It says that the Zone's commitment to develop an appropriate space for young adults is evident in design choices that address the anatomical comfort of the young people. It adds that the Zone's collection is equipped to tailor the recreation and information needs of the urban youth.

The article describes the purpose-built young adult space in Oakland Public Library's (OPL) 81st Avenue Branch in California. Launched on January 29, 2011, the space emphasizes the library's dedication to young adult literature. The space expands the library's commitment to public space equity for teenagers as well as contributes to the facility's revolution in serving young adult readers. An overview of the planning process involved in the construction of the space.