Sector-Specific Bibliographies

This page includes a select listing of resources that Community First: Impacts of Community Engagement (CFICE) researchers have used in their sector-specific work. Explore our projects by hub聽by clicking on the specific hub in the list below or scroll through all the bibliographies below.

Poverty Reduction Bibliography

Boyer, E. L. (1990). Chapter 2, Enlarging the Perspective. Scholarship Reconsidered, Priorities of the Professoriate, New York, NY: The Carnegie Foundation for the Advancement of Teaching.

Cabaj, M. (2011). Cities reducing poverty: How Vibrant Communities Are Creating Comprehensive Solutions to the Most Complex Problem of Our Times. Waterloo, ON: Bastian Publishing Services Inc.

Colton, M., & Roberts, S. (2007). Factors that contribute to high turnover among residential child care staff. Child and Family Social Work, 12(2), 133-142.

Curwood, S. E., Munger, F., Mitchell, T., MacKaigan, M., & Farrar, A. (2011). Building Effective Community-University Partnerships: Are Universities Truly Ready? Michigan Journal of Community Service Learning, 17(2), 1-13.

Gamble, J. (2010). Evaluating Vibrant Communities. Waterloo, ON: Tamarack 鈥� An Institute for Community Engagement.

Hayes, E., King, C., & Canadian Association for Community Service Learning (CACSL). (2006). Community Service-Learning in Canada: A Scan of the Field. Ottawa, ON: The Max Bell Foundation.

Marullo, S. (2011). Review Essay: Tackling Social Problems through Service-Learning. Michigan Journal of Community Service Learning, 17(2), 71-77.

Melhuish, E., Belsky, J., Anning, A., Ball, M., Barnes, J., Romaniuk, H., & Leyland, A. (2007). Variation in community intervention programmes and consequences for children and families: the example of Sure Start Local Programmes. Journal of Child Psychology and Psychiatry, 48(6), 543-551.

Minkler, M. (2005). Community-Based Research Partnerships: Challenges and Opportunities. Journal of Urban Health, 82(2 Suppl 2), 3-12.

Mitchell, T., Buckingham-Rivard, L., & Hennig, J. (2011). Community Engaged Scholarship Assessing Levels, Processes, and Impacts of Engagement, Transformation & Reciprocity. Waterloo, ON: The Laurier Centre for Community Research, Learning & Action. Retrieved from:
.

Mitchell, T. D. (2010). Review Essay 鈥� Challenges and Possibilities: Linking Social Justice and Service-Learning. Michigan Journal of Community Service Learning, 17(1), 94-97.

Price, E., Bordeaux, B. C., Brown, P. B., Tandon, S. D., Cagney, K. A., Levine, D. M., . . . Gary, T. L. (2007). A Vision for Progress in Community Health Partnerships. Progress in Community Health Partnerships: Research, Education, and Action, 1(1), 11-30.

Schwartz, K. (2010). Community Engaged Research: Student and Community Perspectives. Partnerships: A Journal of Service Learning & Civic Engagement, 1(2), 1-16.

Sullivan, M., Kone, A., Senturia, K. D., Chrisman, N. J., Ciske, S. J., & Kreiger, J. W. (2001). Researcher and researched-community perspectives: Toward Bridging the Gap. Health Education and Behaviour, 28(2), 130-149.

Torjman, S., & Levitan-Reid, E. (2004). Learning and Evaluation for Poverty Reduction. Ottawa: Caledon Institute of Social Policy. Retrieved from:

Van de Sande, A., & Schwartz, K. (2011). Research for Social Justice: A community-based approach. Halifax and Winnipeg: Fernwood Publishing.

Vibrant Communities. (2008). Elements of a Framework for Change. Waterloo, ON: Vibrant Communities Canada.

Weaver, L., Born, P., & Whaley, D. L. (2008). Approaches to Measuring Community Change Indicators. Waterloo, ON: Tamarack: An Institute for Community Engagement; Vibrant Communities Canada; The Ontario Trillium Foundation. Retrieved from:聽.

Search 聽for more resources related to poverty reduction.

Violence Against Women聽Bibliography

Balliett, B. J., & Heffrman, K. (2000). The practice of change: Concepts and models for service-learning in women鈥檚 studies. Washington DC: American Association for Higher Education.

Bartlett, K. T. (1995). Tradition, change and the idea of progress in feminist legal thought. Wisconsin Law Review, 1995, 303-343.

Bell, H., Busch, N. B., Cook Heffron, L., White, B., Angelelli, M. J., & Rivaux, S. (2004). Balancing power through community building: Researchers, survivors, and practitioners set the research agenda on domestic violence and sexual assault. Affilia, 19, 404-417.

Block, C. R., Engel, B., Naureckas, S. M., & Riordan, K. A. (1999). The Chicago Women鈥檚 Health Risk Study: Lessons in Collaboration. Violence Against Women, 5(10), 1158-1177.

Boyle, C., Lakeman, L., McIntyre, S., & Sheehy, E. (2000). Tracking and Resisting Backlash against Equality Gains in Sexual Offence Law.Canadian Women Studies / les cahiers de la femme, 20(3), 72-83.

Campbell, K. (1996). Time and Chance: The Political Memoirs of Canada鈥檚 First Woman Prime Minister. Toronto: Doubleday Canada.

Canadian Human Rights Commission. (2004). Protecting Their Rights: A Systematic Review of Human Rights in Correctional Services for Federally Sentenced Women. Ottawa, ON: Canadian Human Rights Commission. Retrieved from

Cerulli, C. (2011). Research Ethics in Victimization Studies: Widening the Lens A Response and Alternative View. Violence Against Women 17(12), 1529鈥�1535.

Gentleman, A. (2009, March 4). Growth in violence against women feared as recession hits. The Guardian.

Harding, S. (1987). Conclusion: Epistemological Questions. In S. Harding (Ed.), Feminism and Methodology. Bloomington, IN: Indian University Press.

Harney, C. (2011). The Impact of the Recession on Domestic Violence Against Women and Support Services in Ireland: An Exploratory Study.Critical Social Thinking: Policy and Practice, 3, 26-39. Retrieved from聽

Jaffe, P. G., Berman, H., & MacQuarrie, B. (2011). A Canadian Model for Building University and Community Partnerships: Centre for Research & Education on Violence Against Women and Children. Violence Against Women, XX(X), 1-17.

Lakeman, L. (2000). Why 鈥楲aw and Order鈥� Cannot End Violence Against Women: and Why the Development of Women鈥檚 (Social, Economic, Political and Civil) Rights Might. Canadian Women Studies / les cahiers de la femme, 20(3), 24-33.

Langan, D., & Morton, M. (2009). Reflecting on Community/academic 鈥榗ollaboration鈥�: The challenge of 鈥榙oing鈥� feminist participatory action research. Action Research, 7(2), 165-184.

Majury, D. (2002). Implementing Gender Bases Analysis: A Preliminary Look at Regulatory Tools. Ottawa, ON: Women鈥檚 Health Bureau of Canada.

Majury, D. (2002). What Were We Thinking? Reflections on Two Decades of Law Reform on Issues of Violence Against Women. In M. Eichler, J. Larkin & S. Neysmith (Eds.), Feminist Utopias: Re-Visioning our Futures(pp. 125-140). Toronto: Inanna Publications.

McCann, C., & Seungh-Kyung, K. (Eds.). (2013). Feminist Theory Reader: Local and Global Perspectives (Third ed.)London, UK: Routledge.

McIntyre, S. (1994). Redefining Reformism: The Consultations that Shaped Bill C-46. In S. Roberts & B. J. Mohr (Eds.), Confronting Sexual Assault: A Decade of Legal and Social Change (pp. 293). Toronto, ON: University of Toronto Press.

McIntyre, S., & Boyle, C. (2000). Tracking and Resisting Backlash Against Equality Gains in Sexual Offense Law. Canadian Woman Studies (les cahiers de la femme), 20(3), 72-83.

Nielsen, J. M. (1990). Feminist research methods : exemplary readings in the social sciences. Boulder: Westview Press.

Shannon, B. (2011). Family Violence in Canada: A Statistical Profile. Ottawa, ON: Statistics Canada. Retrieved from聽

Shannon, B. (2011). Violent Victimization of Aboriginal Women in the Canadian Provinces. Ottawa, ON: Juristat, Statistics Canada. Retrieved from

Sharma, M. (2009, April 10). Recession-Related Domestic Violence on the Rise. Global Envision. Retrieved from聽

Sheehy, E. (2000). From Women鈥檚 Duty to Resist to Men鈥檚 Duty to Ask 鈥� How Far Have we Come? Canadian Women Studies / les cahiers de la femme, 20(3), 98-104.

Smith, D. (1987). The Everyday World as Problematic: A Feminist Sociology. Milton Keynes: Open University Press.

Tanesini, A. (1999). An Introduction to Feminist Epistemologies. Malden, MA: Blackwell Publishers.

Vosko, L., MacDonald, M., & Campbell, I. (2009). Gender and the Countours of Precarious Employment. Florence, KY: Routledge.

YWCA Canada. (2011). Advocacy 鈥� Priorities: Women鈥檚 Economic Security, Retrieved from聽

Community Food Security聽Bibliography

Andr茅e, P. (2007). The food bank as classroom: Community-based education for teaching and social change. New Community Quarterly, 5(2), 45-51.

Andr茅e, P., Cobb, M., Moussa, L., & Norgang, E. (2011). Building unlikely alliances around Food Sovereignty in Canada. Studies in Political Economy, 88(Fall 2011), 133-159.

Andr茅e, P., & Knezevic, I. (2011). An Integrated Methodological Framework for Year 2 (draft) Prepared for the Working Group and Program Coordination Committee. Community-University Research Alliance (CURA); Activating Change Together for Community Food Security (ACT for CFS).

Bringle, R. G., & Hatcher, J. A. (1996). Implementing Service-Learning in higher education. Journal of Higher Education, 67(2), 221-239.

Bringle, R. G., & Hatcher, J. A. (2010). The Role of Service-Learning on the Retention of First Year Students to Second Year. Michigan Journal of Community Service Learning, 16(2), 39-50.

Bryant, T. (2002). Role of knowledge in public health and health promotion policy change. Health Promotion International, 17(1), 89-98. Retrieved from:聽

Chopyak, J., & Levesque, P. N. (2002). Community-Based Research and Changes in the Research Landscape. Bulletin of Science, Technology & Society, 22(3), 203-209.

Chupp, M. G., & Joseph, M. L. (2010). Getting the Most out of Service-Learning: Maximizing Student, University and Community Impact. Journal of Community Practice, 18(2-3), 190-212.

Dempsey, S. E. (2009). Critiquing Community Engagement. Management Communication Quarterly, 24(3), 359-390.

Dulmus, C. N., & Cristalli, M. E. (2012). A University-Community Partnership to Advance Research in Practice Settings: The HUB Research Model. Research on Social Work Practice, 22(2), 195-202.

Elliott, C. (2012). Packaging Health: Examining 鈥淏etter-for-You鈥� Foods Targeted at Children. Canadian Public Policy, 38(2), 265-281.

Emery, J. C. H., Bartoo, A. C., Matheson, J., Ferrer, A., Kirkpatrick, S. I., Tarasuk, V., & McIntyre, L. (2012). Evidence of the Association between Household Food Insecurity and Heating Cost Inflation in Canada, 1998鈥�2001. Canadian Public Policy, 38(2), 181-215.

Endres, D., & Gould, M. (2009). 鈥淚 Am Also in the Position to Use My Whiteness to Help Them Out鈥�: The Communication of Whiteness in Service Learning. Western Journal of Communication, 73(4), 418-436.

Food Banks Canada. (2011). HungerCount 2011. Retrieved from:聽

Food Secure Canada (FSC). (2011). Peoples Food Policy Project. Ottawa, ON: Food Secure Canada. Retrieved from:聽

Green, A. E. (2003). Service-Learning, Race, Class, and Whiteness.College Composition and Communication, 55(2), 276-301.

Hamm, M. W., & Bellows, A. C. (2003). Community Food Security and Nutrition Educators. Journal of Nutrition Education and Behaviour, 35(1), 37-43.

Holt-Gim茅nez, E., Bunch, R., Ir谩n Vasquez, J., Wilson, J., Pimbert, M. P., Boukary, B., & Kneen, C. (2010). Linking farmers鈥� movements for advocacy and practice. Journal of Peasant Studies, 37(1), 203-236.

Hoops, J. F. (2011). Developing an Ethic of Tension: Negotiating Service Learning and Critical Pedagogy Ethical Tensions. Journal for Civic Commitment, 16(January), 1-16.

Johnson, R. M. (2005). A Case Study in Service-Learning. A Community Nutrition Food Drive: Neighbours Helping Neighbours. Topics in Clinical Nutrition, 20(4), 351-356.

JustFood Ottawa. (2011). Food for All.聽 Retrieved from:聽

Ko莽, M., MacRae, E., Desjardins, E., & Roberts, W. (2008). Getting civil about food: the interactions between civil society and the state to advance food security in Canada. Journal of Health, Environment and Nutrition, 3(2), 122-144.

Kozeracki, C. A. (2000). Eric Review: Service Learning in the Community College. Community College Review, 27(4), 54-70.

Kraft, R. J. (1996). Service Learning: An Introduction to its Theory, Practice, and Effects. Education and Urban Society, 28(2), 131-159.

Lyons, A. A., Park, J., & Nelson, C. H. (2008). Food Insecurity and Obesity: A Comparison of Self-Reported and Measured Height and Weight. American Journal of Public Health, 98(4), 751-757.

Martin, S. J., & Andr茅e, P. (2012). The 鈥渂uy local鈥� challenge to institutional foodservice corporations in historical context. Journal of Agriculture, Food Systems, and Community Development, 2(3), 116-175.

McCarthy, A. M., & Tucker, M. L. (1999). Student Attitudes Toward Service-Learning: Implications for Implementation. Journal of Management Education, 23(5), 554-573.

Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012). Service Learning as a Pedagogy of Whiteness. Equity and Excellence in Education, 45(4), 612-629.

Nelson, C., & McPherson, D. H. (2004). Contextual fluidity: An emerging practice model for helping. Rural Social Work, 9, 199-209.

Nelson, C. H., Stadey, M., & Lyons, A. A. (2005). Community-academic research partnership: A key recipe for food security. In A. M. Kirbyson (Ed.), Recipes for Success: A Celebration of Food Security Work in Canada (pp. 27-31). Winnipeg, MB: Social Planning Council of Winnipeg.

Nelson, C. H., & Stroink, M. L. (2010). Benefits to Students of Service-Learning Through a Food Security Partnership Model. In J. Keshen, B. A. Holland & B. E. Moely (Eds.), Research for what? : making engaged scholarship matter (pp. 171-199). Charlotte, NC: Information Age Publishers.

Nelson, C. H., & Stroink, M. L. (2011). Food Security and Sovereignty.Proceedings at the International Forum on the Social and Solidarity Economy: Public Authorities and Civil Society, Montr茅al, QC.

Ostrander, S. A. (2004). Democracy, civic participation, and the university: A comparative study of civic engagement on five campuses. Nonprofit and Voluntary Sector Quarterly, 33(1), 74-93.

Owen, D. S. (2007). Towards a critical theory of whiteness. Philosophy & Social Criticism, 33(2), 203-222.

Preskill, H., & Coghlan, A. T. (Eds.). (2003). Using Appreciative Inquiry in Evaluation (Vol. 100). New Directions for Evaluation. San Francisco, CA: Wiley Periodicals, Inc. / Jossey Bass.

Stoecker, R. (2008). Challenging institutional barriers to community-based research. Action Research, 6(1), 49-67.

Stoecker, R. (2009). Are we talking the walk of community-based research? Action Research, 7(4), 385-404.

Stoecker, R., Tryon, E. A., & Hilgendorf, A. (2009). The unheard voices : community organizations and service learning. Philadelphia: Temple University Press.

Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donahue, P. (2003). Principles of best practice for community-based research. Michigan Journal of Community Service Learning, 9(3), 5-15.

Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P. (2003).Community-Based Research and Higher Education: Principles and Practices. San Francisco: Jossey-Bass.

Stroink, M., & Nelson, C. (2010). The impact of a university wide food security partnership model on faculty engagement with Community.Journal of Higher Education Outreach and Engagement, (forthcoming).

Stroink, M. L., & Nelson, C. H. (2009). Aboriginal health learning in the forest and cultivated gardens: building a nutritious and sustainable food system. Journal of Agromedicine, 14(2), 263-269.

Tyron, E., & Stoecker, R. (2008). The Unheard Voices: Community Organizations and Service Learning. Journal of Higher Education Outreach and Engagement, 12(3), 47-59. Retrieved from:聽

Ward, K., & Wolf-Wendel, L. (2000). Community-Centered Service Learning: Moving from Doing For to Doing With. American Behavioral Scientist, 43(5), 767-780.

Wright, D. W. (2006). Civic Engagement through Civic Agriculture: Using Food to Link Classroom and Community. Teaching Sociology, 34(3), 224-235.

Community Environmental Sustainability聽Bibliography

Baker, D. (2006). Ecological Development through Service-Learning.Journal of Higher Education Outreach and Engagement, 11(1), 145-159.

Ballamingie, P. (2009). Democratizing Public Consultation Processes: Some Critical Insights. Journal of Public Deliberation, 5(10), 1-14.

Ballamingie, P., & Johnson, S. (2011). The Vulnerable Researcher: Some Unanticipated Challenges of Doctoral Fieldwork. The Qualitative Report, 16(3), 711-729.

Bradford, N. (2005). Place-based Public Policy: Towards a New Urban and Community Agenda for Canada. Canadian Policy Research Networks,(Research Report F51) Ottawa, ON: Family Network.

Bradshaw, M., & Stratford, E. (2005). Qualitative Research Design and Rigour. In I. Hay (Ed.), Qualitative Research Methods in Human Geography (2nd ed., pp. 67-76). New York, NY: Oxford University Press.

Burgess, J. (2006). Participatory action research: First-person perspectives of a graduate student. Action Research, 4(4), 419-437.

Dale, A. (2007). Sustainable Cities: Fact or Fiction? Environments: a journal of interdisciplinary studies, 35(1).

Dale, A., & Onyx, J. (2005). Social Capital and Sustainable Community Development: A Dynamic Balance. Vancouver, BC: UBC Press.

Duffy, J., Barrington, L., Moeller, W., Barry, C., Kazmer, D., West, C., & Crespo, V. (2008). Service-Learning Projects in Core Undergraduate Engineering Courses. International Journal for Service Learning in Engineering, 3(2), 18-41.

Molnar, C., Ritz, T., Heller, B., & Solecki, W. (2010). Using Higher Education-Community Partnerships to Promote Urban Sustainability.Environment: Science and Policy for Sustainable Development, 53(1), 18-28.

Mulgan, G. (2010). Measuring Social Value. Stanford Social Innovation Review, 8(3). Retrieved from:聽

Newman, L., & Anderson, A. A. (2005). Network Structure, Diversity and Proactive Resilience Building: A Response to Tompkins and Adger.Ecology and Society, 10(1 resp2). Retrieved from:聽

Newman, L., & Dale, A. (2005). The role of agency in sustainable local community development. Local Environment, 10(5), 477-486.

Newman, L., & Dale, A. (2007). Homophily and Agency: Creating Effective Sustainable Development Networks. Environment, Development and Sustainability, 9(1), 79-90.

Norris-Tirrell, D., Lambert-Pennington, K., & Hyland, S. (2010). Embedding Service Learning in Engaged Scholarship at Research Institutions to Revitalize Metropolitan Neighborhoods. Journal of Community Practice, 18(2-3), 171-189.

Reed, M. G., & Peters, E. J. (2004). Using an Ecological Metaphor to Build Adaptive and Resilient Research Practices. ACME: An International E-Journal for Critical Geographies, 3(1), 22.

Roseland, M. (1998). Toward Sustainable Communities: Resources for Citizens and Their Governments. Gariola Island, BC: New Society Publishers.

Saltmarsh, J., & Zlotkowski, E. A. (2011). Higher education and democracy: essays on service-learning and civic engagement. Philadelphia: Temple University Press.

Stoecker, R., Beckman, M., & Min, B. H. (2010). Evaluating the Community Impact of Higher Education Civic Engagement. In H. E. Fitzgerald, D. L. Zimmerman, C. Burack & S. Seifer (Eds.), Handbook of Engaged Scholarship: The Contemporary Landscape. Volume Two: Community-Campus Partnerships (pp. 177-198). East Lansing, MI: Michigan State University Press.

Trent Centre for Community-Based Education and U-Links. (2011). Community-Based Education Program: CBE Project Agreement. Peterborough/Minden, ON: TCCBE and U-Links.

Wackernagel, M., & Rees, W. (1996). Our Ecological Footprint: Reducing Human Impact on the Earth. Gabriola Island, BC: New Society Publishers.

Knowledge Mobilization聽Bibliography

Bannister, E. M., B. J. Leadbetter, et al. (2011). Knowledge Translation in Context: Indigenous, Policy and Community Settings. Toronto, University of Toronto Press.

Baskett, H. K. and V. J. Marsick, Eds. (1992). Professionals鈥� Ways of Knowing: New Findings on How to Improve Professional Education. San Francisco, Jossey Bass.

Bennett, G. and N. Jessani (2011). . New Delhi, India, Sage Publications; International Development Research Centre.

Bowen, S. J. and I. D. Graham (2013). 鈥溾€� Archives of physical medicine and rehabilitation 94(1 Suppl): S3-8.

Annotation 1: It is now accepted within health care that clinicians and managers should base their practice and decision making on evidence. One would think that this would be quite a simple undertaking鈥搃f good research is available and well communicated, people will act on it. But most of our efforts to date, which have focused largely on research transfer, have had modest success. This has created a need to reexamine the evidence鈥揳nd the assumptions鈥搊n which our current knowledge-to-action activities are based. This article will summarize what is known about what works in promoting evidence-informed action, tracing the evolution from a linear focus on research transfer to complex strategies for user engagement. Using concrete examples, it will illustrate the strengths and limitations of various approaches and implications for rehabilitation medicine.

Canadian Institutes of Health Research (2010). 鈥溾€� Retrieved June 28th, 2013, from Choi, B. C. K. (2005). 鈥溾€� Preventing Chronic Disease: Public Health Research, Practice, and Policy 2(4): 1-11.

Annotation 2: This article presents a systematic framework of 12 essentials, or basic elements, of science-based policy. The 12 essentials are grouped into three categories, or areas, as follows: 1) knowledge generation, which includes credible design, accurate data, sound analysis, and comprehensive synthesis; 2) knowledge exchange, which includes relevant content, appropriate translation, timely dissemination, and modulated release; and 3) knowledge uptake, which includes accessible information, readable message, motivated user, and rewarding outcome.

Cobb, M. and R. Murphy (2011). Knowledge Mobilization in Participatory Action Research, Prepared for the Knowledge Mobilization Working Group of the Community-University Research Alliance (CURA) Activating Change Together for Community Food Security (ACT for CFS).

Cooper, A. and B. Levin (2010). 鈥淪ome Canadian contributions to understanding knowledge mobilisation.鈥� Evidence & Policy 6(3): 351-369.

Annotation 3: Knowledge mobilisation (KM) is our label for the emerging field of inquiry that seeks to strengthen connections between research, policy and practice across sectors, disciplines and countries. This paper first outlines the challenges associated with improving KM across public services. Next, it examines contributions from the health sector (findings and implications of empirical work on KM being conducted by two teams of Canadian scholars) in relation to the education sector and the broader field. Then, it outlines the Research Supporting Practice in Education (RSPE) programme (including products, events, networks and empirical studies), which attempts to increase KM in education. The paper concludes with some ideas and strategies that can be done quickly and easily to improve KM almost immediately in any organisation as well as with suggestions for further research.

Court, J., I. Hovland, et al. (2005). Bridging research and policy in development: evidence and the change process. Rugby, Warwickshire, UK, ITDG.

Duncan, S. and S. Spicer (2010). . Vitae, Careers Research and Advisory Centre (CRAC) Limited.

Felix, H. C. (2007). 鈥溾€� Progress in Community Health Partnerships: Research, Education, and Action 1(1): 3-4.

Fliaster, A. and J. Spiess (2008). 鈥溾€� Schmalenbach Business Review 60(1): 99-117.

Annotation 4: Social network ties enable collaborative creation and sharing of ideas between knowledge workers. Thus, these ties play an important role in organizational innovation as well as for the personal success of the innovators. However, scholars tend to focus only on the information benefits, underestimating the costs of interpersonal relationships. Going beyond this one dimensional perspective, we first suggest a theoretical model that takes into account both, benefits and transaction costs of social ties. Second, based on this model, we examine the advantages and disadvantages of strong and weak ties in the process of knowledge mobilization, the quality of knowledge, and the transaction costs of maintaining and using the ties. Finally, we shift the focus from the dyadic perspective to an integrative view and discuss the implications that our analysis has for a knowledge worker鈥檚 portfolio of ties.

Gamble, J. A. A. (2008). A developmental evaluation primer. Creative Commons, J.W. McConnell Family Foundation. Gluckman, P. (2011)., Auckland, New Zealand, Office of the Prime Minister鈥檚 Science Advisory Committee.

Annotation 5: A primer has historically meant a book of first principles. That characterization fits this primer quite nicely. The principles presented here emerged from highly interactive workshops with a group of developmental evaluators representing premier Canadian organizations. Just as developmental evaluation (DE) is a dynamic, emergent process, those workshops, spanning two years, were highly dynamic and emergent. The principles and premises captured so well here by Jamie Gamble reflect the insights generated from the developmental process of experimenting with diverse applications of developmental evaluation in innovative organizations across Canada.

Jacobson, N., J. Ochocka, et al. (2007). 鈥溾€� Progress in Community Health Partnerships: Research, Education, and Action 1(1): 99-104.

Annotation 6: Taking Culture Seriously in Community Mental Health is a community-based participatory action research project in Ontario devoted to developing, pilot testing, and evaluating mental health service models grounded in the concept of 鈥渃ultural empowerment.鈥� To ensure that the knowledge generated in the project is shared and used, the research collaborative places a heavy emphasis on communicating with stakeholder groups. This paper provides an overview of a communications policy designed to facilitate such sharing and use. It describes the development and key features of the policy, focusing on the broad issues of principles, authorship and acknowledgment, and planning and procedures.

Janzen, R., N. Jacobson, et al. (2007). 鈥溾€� Progress in Community Health Partnerships: Research, Education, and Action 1(1): 99-104.

Lenihan, D., Ed. (2009). Ottawa, Canada, Public Policy Forum.

Annotation 7: Government and the public must engage in a real dialogue that lets them work through the issues and arrive at the solutions together. This is an earlier version, more condensed than the book.

Lenihan, D. (2012). Ottawa, Canada, Public Policy Forum.

Annotation 8: In 2009, Canada鈥檚 Public Policy Forum launched the Public Engagement Project to explore new ways of thinking about how governments, stakeholders, communities and ordinary citizens can work together鈥揷ollaborate鈥搕o find and implement solutions to complex problems, such as climate change, poor public health or the failure to innovate. The project involved seven provincial/territorial governments鈥� British Columbia, Alberta, Saskatchewan, Ontario, New Brunswick, Newfoundland and Nunavut鈥搕he Canada School of Public Service, the City of Hamilton and the Government of Australia. It established an online dialogue with more than 500 officials from participating governments, and held some 30 workshops across Canada and in Australia. In addition, the project drew on several innovative projects, three of which are discussed at length in this book: the Canadian Sport Policy Renewal Process, Australia鈥檚 Community Engagement Project and New Brunswick鈥檚 Poverty Reduction Initiative. This book is the final report of the Public Engagement Project.

Levin, D. Z. and R. Cross (2004). 鈥溾€� Management Science 50(11): 1477-1490.

Annotation 9: Research has demonstrated that relationships are critical to knowledge creation and transfer, yet findings have been mixed regarding the importance of relational and structural characteristics of social capital for the receipt of tacit and explicit knowledge. We propose and test a model of two-party (dyadic) knowledge exchange, with strong support in each of the three companies surveyed. First, the link between strong ties and receipt of useful knowledge (as reported by the knowledge seeker) was mediated by competence- and benevolence-based trust. Second, once we controlled for these two trustworthiness dimensions, the structural benefit of weak ties emerged. This finding is consistent with prior research suggesting that weak ties provide access to non-redundant information. Third, competence-based trust was especially important for the receipt of tacit knowledge. We discuss implications for theory and practice.

Phipps, D. (2013). . Theoretical and Methodological Approaches to Social Sciences and Knowledge Management.

K. Jensen, (Ed.). INTECH. , E., B. C. Bordeaux, et al. (2007). 鈥溾€� Progress in Community Health Partnerships: Research, Education, and Action 1(1): 11-30.

Santell, R., H. Perkins, et al. (2007). 鈥溾€� Progress in Community Health Partnerships: Research, Education, and Action 1(1): 41-48.

Shaxson, L., A. Bielak, et al. (2012).鈥濃€�. K* Conference. Hamilton, Canada, United Nations University (UNU), Overseas Development Institute (ODI), World Bank.

Annotation 10: Authored by a subset of conference participants, this K* concept paper draws together collective learning from the diverse case studies discussed during the conference as well as the conference itself. It offers common language and sets out the principles shared by all K* component functions and processes. Along with associated conference outputs, such as the draft K* Green Paper, it also provides a strong basis to address the issues referred to above. The draft of this concept paper was broadly distributed and discussed, including at two subsequent meetings related to Knowledge Management and Mobilization, one of which was organized by the World Bank. Consequently, it benefited from an extensive crowd-sourced peer-review. An unexpected, and gratifying outcome was that a significant number and variety of organizations quickly began to use and refer to the concepts as they went about their business.

Simard, A. J., J. Broome, et al. (2007)

Annotation 11: Information and knowledge represent a significant part of the Government of Canada鈥檚 vision for the next generation of public services. Yet there are no generally accepted definitions of public-sector information and knowledge services. To address this gap, Natural Resources Canada established the Knowledge Services Task Group to examine and describe knowledge services from the perspective of science departments.

Tseng, V. (2012). 鈥淪ocial Policy Report: The Uses of Research in Policy and Practice.鈥� Sharing child and youth development knowledge 26(2). University Affairs Articles on Community Engagement.

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