Sarah Hartman-Caverly’s research while affiliated with Pennsylvania State University and other places

Purpose The purpose of this paper is to consider the contribution of privacy pedagogy to the role of the university. Design/methodology/approach This paper takes up two arguments; first, it puts forward Arendt’s characterization that the purpose of the university is to prepare a new generation for the responsibility of renewing the shared human world (2006a). Second, it applies Wharton et al. ’s (2023) philosophy of privacy pedagogy to the work of educating undergraduate students. This paper proposes that teaching about privacy as a “wicked problem” (Carcasson, 2017) under learning conditions that respect intellectual privacy (Richards, 2015) best prepares students for the deliberative engagement needed to renew the common world. Findings This conceptual paper concludes that conditions of intellectual privacy and academic freedom matter beyond the university setting because the work of the university is ultimately to critique, conserve, change and create the shared human world. Privacy pedagogy, with its dual emphasis on intellectual privacy as a condition of learning and privacy as a subject of inquiry, contributes to the university’s work of preparing students for deliberative engagement with wicked problems inherent in this work. Originality/value This paper situates privacy pedagogy within Arendt’s purpose of the university, to prepare a new generation to take responsibility for the shared human world. It discusses how privacy literacy education contributes to the purpose of the university by reinforcing intellectual privacy and academic freedom; fostering students’ capacity for dialogic thought and deliberation; and sustaining the private sphere to shelter plurality as a characteristic of the human condition and its possibility for renewal.

As e-tourism scholars advance innovative research on the use and study of artificially intelligent systems, it is important to reflect on how well we are advancing transformative philosophies which ask that emerging fields consider issues of ethics, power, and bias. We conduct a scoping study of review papers published between 2015–2021 to understand the extent to which ethical and social bias issues are identified and treated in AI research in tourism. Results suggest that the potential for ethical and bias issues in AI in tourism is high, but identification and treatment of these issues by tourism researchers is weak. We summarize key implications of this trend and offer suggestions for pursuing a research agenda which increasingly identifies and treats issues of ethics and bias when advancing research on artificial intelligence (AI) in tourism.

Educational escape rooms can engage students in the development of information literacy skills while interacting with information formats and environments authentic to their disciplines. In business and entrepreneurship education, escape rooms offer the additional benefit of developing the characteristics of the entrepreneurial mindset, such as adaptive thinking, problem solving, enthusiasm, and decisiveness. This case study explores game-based learning for library instruction in entrepreneurship education. Using Eukel and Morrell’s (2021) escape room design cycle as a framework, it analyzes the development, testing, implementation, and results of an original escape room, Exfiltration! A Competitive Intelligence Virtual Escape Room, implemented as a course-integrated information literacy learning activity in an upper-level undergraduate new venture creation course. Limitations of the escape room are identified, and opportunities for iterative improvement are described. Recent scholarship on the application of entrepreneurial mindset, business research competencies, gamification, escape room pedagogy, and escape rooms in library instruction is discussed. This case study responds to the call from Taraldsen et al. (2020) for more small-scale studies of educational escape rooms outside of the STEM and health science disciplines.

In response to ongoing philosophical and pedagogical debates in university-based entrepreneurship education (EE) research, this study offers a cross-disciplinary perspective of how hospitality management students experience a high-stakes, experiential entrepreneurship project. We present vignettes of dialogues, experiences, and interactions among “student-manager” members of a small group engaged in developing and implementing a real-world, fine dining pop-up restaurant. By triangulating our analysis of classroom observation data, social network maps, and student artifacts, we chronicle four vignettes of how students experience learning during ideation, design, launch, and evaluation modules. Theory–practice gaps, coping humor in load–overload states, and complex affective–cognitive interactions emerge as salient elements of high-stakes experiential EE. We discuss implications for learners and educators and put forward recommendations to inform and improve the design of cross-disciplinary models of experiential EE.

Personal technology use can significantly impact wellness. The transition to widespread remote learning, working, and socializing during the COVID-19 pandemic exacerbated society’s reliance on technology. This article presents a case study of how the authors applied their privacy scholarship to offer a responsive learning experience for students concerning the social implications of the pandemic. The article also explores the authors’ unique approach to digital wellness, which seeks to align wellness goals and habits regarding technology while placing a special emphasis on privacy, particularly information asymmetries, attention engineering, and the hidden harms of invasive data collection.

In reaction to the epistemic crisis, efforts to restrict free expression and access to information have not only failed to preserve the truth, but sometimes also suppressed it. Libraries’ commitment to intellectual freedom creates unique opportunities to deliver alternative solutions. By renewing the emphasis on intellectual freedom in core library functions like collections, education, and programming, libraries can provide the epistemic resources that patrons need amidst a broader context of distrust, manipulation, and censorship. This essay examines the epistemic crisis in the USA in light of intellectual freedom and the IFLA Statement on Libraries and Intellectual Freedom. Organized into three parts, this piece explores plurality as normative in the human condition, considers the impact of information and communications technology on free expression and the legitimacy of information institutions, and reconciles the emerging tensions by applying concepts from virtue epistemology to intellectual freedom. The essay concludes with considerations for library practice.

This article explores the past, present, and possibilities of privacy and privacy literacy (PL) instruction in academic libraries. It surveys the scholarship on privacy and privacy literacy from the domains of philosophy, anthropology, history, law, education, and LIS. A privacy conceptual model is proposed demonstrating the zones of informational agency that privacy preserves, and a timeline of privacy and libraries documents key developments in privacy culture in the US. Findings from an original exploratory survey of privacy literacy instruction practices in academic libraries are discussed. The survey identifies the rationales, topics, contexts, methods, and assessments academic librarians use in delivering privacy literacy instruction, as well as barriers against privacy literacy that they encounter. The article concludes with a case study explicating the authors’ own privacy literacy instruction experiences, and specific recommendations for overcoming the barriers to delivering privacy literacy instruction in academic libraries identified in the survey findings.