The Criminal Justice Technology Forecasting Group (CJTFG) deliberated on the effects that major technology and social trends could have on criminal justice in the next two to five years and identified potential responses. This report captures the results of the group’s meetings and initiatives, presents the emerging trends and highlights of the group’s discussion, and presents the results of analyses to assess connections between the trends.

Given the challenges posed to the U.S. corrections sector, such as tightened budgets and increasingly complex populations under its charge, it is valuable to identify opportunities where changes in tools, practices, or approaches could improve performance. In this report, RAND researchers, with the help of a practitioner Corrections Advisory Panel, seek to map out an innovation agenda for the sector.

The sharing of intelligence and law enforcement information is a central part of U.S. domestic security efforts, yet there are concerns about the effectiveness of information-sharing and fusion activities and their value relative to the public funds invested in them. This report lays out the challenges of evaluating information-sharing efforts that seek to achieve multiple goals simultaneously; reviews past evaluations of information-sharing programs; and lays out a path to improving the evaluation of such efforts.

The authors reviewed literature on White identity terrorism and racially or ethnically motivated violent extremism (REMVE) and analyzed social media data from six platforms that host extremist content. They developed a network map that evaluates REMVE network construction, connectivity, geographic location, and proclivity to violence and found that users in the United States are overwhelmingly responsible for REMVE discourse online.

Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.

Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.