New Books in Education

Youth workers are essential to the fabric of society. Schools, families, and many of our social institutions rely heavily on their work, yet their contributions often go unrecognized. Laboring in the Shadows: Precarity and Promise in Black Youth Work (Stanford UP, 2026) explores the critical role of Black youth workers, especially in the lives of vulnerable youth, and the challenges they face in their unstable, underappreciated position. Bianca J. Baldridge situates the experiences of Black youth workers within the broader context of anti-Blackness and historical inequities. Drawing on rich interview data from across the United States, Baldridge offers a nuanced analysis of how the precarity of this work—marked by high turnover rates, low wages, and housing insecurity—compounds the challenges these workers face. She highlights how Black youth workers resist these structural harms by adopting and implementing innovative pedagogical practices alongside practices of "freedom dreaming" and joy as forms of resistance and pathways to agency for youth despite their precarious roles. Positioning Black youth workers within a broader network of informal care workers in the United States, Baldridge underscores the significance, fragility, precarity, and power of these dedicated professionals, their essential work, and the possibilities they create for youth.

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Is artificial intelligence (AI) a question answering machine, a helpful companion, a persuasive storyteller, a deceitful often hidden system, or a global industry?

In AI for the Information Professional: A Critical Guide (Facet, 2026), Andrew Cox invites library and information professionals to reflect on the exciting and troubling concept of AI and the impact it is having on their work and the library and information sector more broadly. Blending practical tips and activities with critical insight, the book equips readers to make informed choices about when - and how - to use AI, answering a range of key questions.

With a distinctive narrative approach, AI for the Information Professional is an engaging, accessible exploration of the stories we tell about AI - and how those stories influence its role in our institutions. Written by one of the leading experts on AI in the sector, this book is an essential, hands-on companion for librarians and information professionals seeking to navigate uncertainty, champion responsible innovation, and shape the future of their field.

Andrew Cox is Senior Lecturer in the School of Information, Journalism and Communication at the University of Sheffield. He has been working in the LIS field for two decades and been writing about AI and libraries for nearly half that time. He is convenor of the IFLA Special Interest Group on AI and is a past chair of the ASIS&T SIG on AI. He has previously published AI for Knowledge (co-authored with Mike Thelwall).

Dr. Michael LaMagna is a Professor of Library Services and served for ten years as the Information Literacy Program and Library Services Coordinator at Delaware County Community College.

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I sat down with Lydia Sizer to chat about her experience developing applied history initiatives at the US Department of State’s Office of the Historian. We talked about what it’s like to collaborate with policymakers and what it means to negotiate productive tensions between political science and historical methodologies.

Lydia talks about her doctoral dissertation, in which she drew on political science, history, and her own experience at the State Department’s Libya Desk to analyze how diplomats make high-stakes decisions with very limited information. We discuss how history can be useful for analyzing institutional memory in government and private organizations, and how #applied history initiatives can help mitigate some of the institutional memory loss that is built into democratic politics.

We discuss Lydia’s positive experience using #AI in her work and talks about her ongoing efforts to anticipate policy trends rather than merely respond to them.  We also talk about the punk band The Clash and how their 1982 hit song “Should I Stay Or Should I Go” can help us understand practical approaches to history.

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Today I’m speaking with Stephanie Williams, Director of Wayne State University Press, and president of the Association of University Presses. Every year, NBN speaks with the president of AUPresses in anticipation of University Press Week. This year, press week will take place from November 9 through the 13th, with the theme: #PowerUP. To celebrate, I’m thrilled to speak with Stephanie Williams about all things UPs.

University Press Week Info

Caleb Zakarin is CEO and Publisher of the New Books Network.

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Cybersecurity is often presented as a technological challenge: protecting computer networks, preventing attacks and investing in increasingly sophisticated security systems. Yet even the most advanced technology may prove inadequate if organisations cannot interpret threats, communicate their consequences or respond effectively. What role does communication play in building cyber resilience, and why should it matter to business leaders as much as to cybersecurity specialists?

In this episode, Bernardo Bátiz-Lazo speaks with Nina Paine and Ashley Sweetman about Communicating Cyber Risk: Build Cyber Resilience Through Compelling Communication (Kogan Page, 2026). They discuss the book's origins and the distinction between cybersecurity and cyber resilience. Their conversation examines the role of organisational structures and management practices in shaping responses to cyber threats, as well as the challenges of communicating risk across organisational levels.

Particular attention is paid to the financial sector, where banks depend on interconnected technological infrastructures, payment networks and external service providers. The discussion considers what makes cybersecurity particularly challenging in banking, how multinational financial institutions navigate diverse regulatory environments and organisational cultures, and whether lessons from large international banks can be applied to smaller financial institutions and fintech companies.

The interview also addresses the relationship between organisational and systemic resilience. Financial institutions do not operate in isolation, and cyber incidents can have consequences extending well beyond individual firms. This raises questions about the responsibilities of banks, regulators, governments and other participants in the financial system, as well as the challenges of sharing sensitive information across institutional boundaries.

Drawing on the authors' professional experience and their interviews with senior cybersecurity practitioners, the conversation considers what their research reveals about organisational responses to cyber risk and the extent to which these findings can be generalised across different institutional settings.

Ultimately, the book invites readers to think about cybersecurity not simply as a technical responsibility but as an organisational challenge involving leadership, communication and the management of risk in an increasingly interconnected world.

References and further reading: 
Arsenault, B. (Host). (2021, July 7). Leading an inclusive workforce: Emma Smith, Vodafone (No. 8) [Audio podcast episode]. In Security Unlocked: CISO Series with Bret Arsenault. Microsoft; The CyberWire Network. here

Bátiz-Lazo, B. (Host). (2022, November 1). Ashley Sweetman, "Cyber and the City: Securing London's Banks in the Computer Age" (Springer, 2022) [Audio podcast episode]. In New Books Network. here

Kaplan, J. M., Bailey, T., O'Halloran, D., Marcus, A., & Rezek, C. (2015). Beyond cybersecurity: Protecting your digital business. John Wiley & Sons. here

Paine, N., & Sweetman, A. (2026). Communicating cyber risk: Build cyber resilience through compelling communication. Kogan Page. here

Smith, E. (2026, July 29). Trust in a connected world: Why cyber resilience matters. Vodafone. here

Sweetman, A. (2022). Cyber and the city: Securing London's banks in the computer age. Springer. here

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Many of today's libraries and their workers are facing a skills crisis. By some estimates, an employee's current skills are only relevant for a maximum of five years, but other estimates put the longevity of current skills at only 18 months. Though it's crucial that library workers continuously upskill and reskill to keep up with technological changes, including those brought about by AI, libraries have limited time, budgets, and resources to devote to helping staff keep up. But as Ann Medaille demonstrates in Upskilling for Library Workers: A Guide for Future-Ready Professionals (ALA Editions, 2026, which draws on lessons learned from a three-year research project, it's still possible to adopt an inspiring, forward-thinking approach to upskilling, one that positions staff to succeed both now and in the future. Library administrators, managers, trainers, program leaders, branch heads, and staff members who work in public or academic libraries and are involved in learning or teaching new skills, or creating a skills strategy for their library, will discover why upskilling and reskilling are urgently needed by library workers to navigate information in the context of ever-changing technologies, and which skills are the most important; lessons that libraries can learn from the innovative approaches to workplace upskilling that are taking place in the corporate learning and development space; an incisive overview and analysis of learning initiatives currently underway at academic and public libraries in the United States and Canada; key concepts related to learning and instructional design; the four E's of upskilling (education, experiences, exposures, and environment) and where they fit into library workplace training and development; research-based guidance on facing such challenges as how to get started, knowing what skills to plan for in the future, deciding upon appropriate learning initiatives, motivating staff to continually learn, evaluating skill development initiatives, and confronting issues related to cost, time, and organizational culture; and hands-on strategies for the integration of upskilling into library work across a broad range of skill types and library applications, including suggested activities, reflection points, examples, and tips throughout the book.

Guest: Ann Medaille is Professor/Director of Research and Instructional Services at the University of Nevada, Reno Libraries. She is also Editor-in-Chief for the journal Evidence Based Library and Information Practice and a faculty member of the Medical Library Association’s Research Training Institute. She holds a PhD in education and an MS in library science. She is the author of The Librarian's Guide to Learning Theory: Practical Applications in Library Settings. She is also co-author of Visual Literacy for Libraries: A Practical, Standards-Based Guide.

Host: Dr. Michael LaMagna is a Professor of Library Services and served for ten years as the Information Literacy Program and Library Services Coordinator at Delaware County Community College.

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In this episode of the Language on the Move Podcast, Dr Agi Bodis speaks with Dr Carly Steele (Curtin University, Perth) about researching education with Aboriginal and Torres Strait Islander communities and how to enable culturally and linguistically responsive teaching. They discuss the importance of positionality when working in Aboriginal and Torres Strait Islander context, and why it matters in collaborative work with communities.

Through her professional experience in the On-Country Teacher Education program in Western Australia, Carly reflects on the way educational scholarship is rooted in community engagement. The conversation provides insights into the needs of teacher education to better prepare graduate teachers and an example for an innovative pedagogical approach co-created with community and one that reflects the local language, culture and Country.

For additional resources, show notes, and transcripts, go here.

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Designing Historical Games for Classrooms: A Practical Guide for Educators (Routledge, 2026) is a complete introductory guide for designing analog games and interactive choice‑based historical texts for history classes. It is designed to support educators who want to design games or who want to guide and assess student game‑making projects in history class.

The chapters in this book lead the educator designer through a range of topics, including the core features of historical games, the educational power of using historical games to study history, and the role of playing and designing analog games and choice‑based texts in the classroom. It also shows how to design historical analog games (such as boardgames, card games, roleplaying games, and choice-based historical text games designed with Twine) using the Historical Problem
Space Framework as a practical design guide to structure, teach, guide, manage, and assess student‑designed historical game projects, both analog games and choice‑based texts. This book provides sample plans, guidelines, and rubrics for fully implementing student‑designed historical game projects, and detailed examples throughout this text—from tabletop and choice‑based text games—provide practical help for teachers and students.

This applied guidebook will be essential reading for pre‑service and in‑service teachers of Social Studies and History Education. It is a guide for any educator who is looking to design historical games for classroom learning or have their students engage in the critical learning of historical game design.

Rudolf Thomas Inderst (*1978) enjoys video games since the early 1980s. He received a master’s degree in political science, American cultural studies as well as contemporary and recent history from Ludwig-Maximilians-University, Munich and holds three PhDs in game studies (LMU Munich, University of Passau & University of Vechta). Currently, he's teaching as a professor for game design and game studies at the University of Applied Sciences Neu-Ulm HNU, Germany, holds the position as lead editor at the online journal TITEL kulturmagazin for the game section, and is editor of the weekly game research newsletter Game Studies Watchlist.

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Who has the “right” to learn Mandarin Chinese? In Multiracial Mandarin: Asian Americans and Impossible Language (U Minnesota Press, 2026), Dr. David Shuang Song examines how matters of race and privilege shape US Mandarin language education and who has access to it. Through a two-year ethnographic study of two Bay Area high schools where diasporic and heritage speakers learn Mandarin alongside Black and Latinx students, Song advances a sociological and educational–linguistic inquiry into how language interacts with our understanding of identity and equity.

Comparing classroom activities in two public schools, Dr. Song investigates teachers who seek to make Mandarin accessible while detaching it from its cultural roots. As he explores the difficulties of limited resources, racial inequality, and pedagogical practices inherent in multiracial Mandarin instruction, Dr. Song shows how language education complicates how educators understand Asian American students and troubles conventional conversations around race and racial equity in schools.

Arguing that language practice and instruction must always be considered in relation to diaspora, ethnicity, and racialization, Multiracial Mandarin offers a frank analysis of the risks and benefits of teaching a diasporic language and asks if this practice ought to be replicated in more schools. As he applies innovative conceptual frameworks for talking about language among Asian Americans, Dr. Song’s timely and theoretically sophisticated analysis has wide-ranging implications for how students, teachers, and administrators approach essential questions around education, privilege, and language survival.

This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda’s interviews on New Books with Miranda Melcher, wherever you get your podcasts.

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Discover the untold story of why homeschooling moved from the margins to the mainstream of American education. In this groundbreaking study Skipping School: A History of American Homeschooling and How It Went Mainstream (William B. Eerdmans Publishing Company, 2026), historian Dixie Dillon Lane traces the rise of homeschooling in the United States, from the modern movement's beginnings in the 1950s as a fringe activity to its current status as a widely accepted educational choice. Through compelling nationwide data and vivid case studies from Los Angeles County, Lane uncovers a powerful truth: homeschooling taps into long-held American beliefs in local control and parental rights that have shaped our nation's schools for generations. Writing in an engaging, accessible style, Lane demonstrates how homeschooling's rise reflects Americans' response to the increasing centralization of public education. As public schools have shifted toward consolidation and away from local oversight, parents have rediscovered their voice, choosing homeschooling as an innovative way to renew parental influence in education. Unlike most authors writing on this topic, Lane writes as both a credentialed historian and an experienced homeschooling parent. As such, she offers an honest, balanced view that acknowledges the homeschooling movement's challenges as well as its strengths. Skipping School will be of interest to parents, historians, educators, policymakers, and anyone seeking a fuller understanding of American education.

Dixie Dillon Lane holds a PhD in history from the University of Notre Dame and is a homeschooling mother of four (who writes at The Bad Homeschool Moms substack). She serves as an associate editor of Hearth & Field and a contributing editor of Front Porch Republic.

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