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This paper aims to address the emergence of personal librarian programs and to discuss the development and implementation of the Personal Librarian for Transfer Students Program at The University of North Carolina at Chapel Hill (UNC-CH).

The literature is limited to research focused on personal librarians and programs. This paper examines the process by which the program was established at UNC-CH and includes a discussion about how campus and library buy-in was secured.

The response to the program has been positive. Survey responses and anecdotal feedback shows that the program resonates with a select group of transfer students.

This research provides an overview of an effective, sustainable way to forge personal connections with transfer students to support their academic development.

The aim of this paper is to compare the effectiveness of library research consultations for freshmen and senior undergraduate students, to determine if freshmen or seniors benefit more from these sessions.

This study looks at the results of a survey conducted with students enrolled in a senior level capstone research course and in a freshman level composition course who were required to attend library research consultations.

The study finds that freshman students can be overwhelmed by the amount of resources a research consultation may help them locate, and research consultations for freshmen should be conducted with this in mind.

Because the size of our study was small, further research with a larger sample size should also be conducted.

If librarians experience high demand for required research consultations, and have difficulty scheduling sessions, then they may take into consideration that senior students benefit more from consultations than freshmen. Research consultations should also be designed to take student class rank into account.

This study shows that upper-level students benefit more from research consultation than freshman students. Librarians should take this research into consideration when consulting with faculty about the most effective methods of instruction for students.

The purpose of this paper is to describe the state of sustainability reporting in Canada's higher education sector, while understanding who is reporting on sustainability performance, how is information being reported, and what is being reported.

A framework with ten categories and 56 indicators based on the Global Reporting Initiative (GRI) guidelines and campus sustainability assessment tools was developed to analyse the contents of a cross‐sectional sample of sustainability reports published by Canada's largest 25 universities (by student enrolment). Each author analysed two to three reports. Evidences were checked for accuracy by a different author and finally discussed in a focus group.

The analysis has shown that sustainability reporting is an uncommon and diverse practice at Canadian universities. Primarily under the coordination of sustainability offices or students, seven universities published sustainability reports in the analyzed period (2006‐2008). While all reports shared a non‐integrated indicators framework, a variety of approaches were used in the selection of indicators. Reports generally had limited scopes emphasizing eco‐efficiency. The potential value of current documents as a tool to inform sustainability‐oriented decisions is limited.

Findings are particularly relevant to university administrators and sustainability offices planning to publish or enhance sustainability reports. The paper also explores the challenges of applying the GRI guidelines to the higher education sector.

Most descriptive studies on sustainability reporting have addressed large multinational corporations. This paper is one of the first to address the incipient practices of higher education institutions.

Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this paper aims to share a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback and making revisions.

A draft digital literacy framework was created following the work of an initial library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development.

Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of information communication technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework.

The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies.

This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

The purpose of this paper is to explore the experiences of officers/civilians with dyslexia serving in the police service in England and Wales. Although there has been a growing body of research which has analysed the experiences of offenders and victims with dyslexia, there have been few studies focusing on the experiences of police officers/civilians with this condition. This study employs the social model of disability to conceptualise the experiences of these police officers/civilians from a disability rights perspective.

This applies a quantitative methodology to analyse data on disabling environments experienced by officers/civilians serving in a police service situated in the North of England. The paper collected data from 56 police employees previously diagnosed with dyslexia.

The findings reveal that a significant number of officers were reluctant to disclose that they had dyslexia to their police service. The choice to disclose was a key concern for officers/civilians, as this was directly linked to their experiences of stigmatisation, as well as the risk of their competences being questioned at work. The analysis presents evidence that, although officers/civilians have legal protections under the Equality Act 2010 (c15) in the UK, very few had experienced any form of “reasonable adjustment” in the workplace.

Drawing on the social model of disability, the paper concludes that the police service must improve access to reasonable adjustment, for example, through the use of assistive technologies, to create a more inclusive and supportive working environment for their employees.

The purpose of this paper is to explore the consequences of a managerial approach to renewal for a union’s behaviour by analysing the UK’s fourth largest trade union – The Union of Shop, Distributive and Allied Workers (USDAW).

The findings draw on in-depth semi-structured interviews with union officials.

The research findings show the significance of a managerialist approach to UDSAW’s renewal strategy and its correlation with existing renewal strategies of organising and partnership. However, this approach was not immune to context, with tensions between agency and articulation challenging the basic concept of managerialism and influencing union behaviour.

The data were collected from a single case with a small sample size.

The authors’ findings suggest that tensions between bureaucracy and democracy will mediate the extent to which managerialist approaches can be used within unions adding support to the strategic choice theory and underlying arguments that unions can influence their fortune. However, institutional and external pressures could see managerialism becoming more prevalent, with oligarchic and bureaucratic forces prevailing, which could be particularly applicable to unions operating in challenging contexts, such as USDAW. The managerialisation of unions has consequences for union officers; with officers facing increasing pressure in their roles to behave as managers with attendant implications for role conflict, identity and motivation.

If managerialism is becoming more prevalent with unions, with oligarchic and bureaucratic forces prevailing, this has potentially wider societal implications, whereby collectivism and worker-led democracy could become scarcer within unions and the workplace, thus irretrievably altering the nature of the employment relationship.

This paper brings together disparate themes in the literature to propose a conceptual framework of three key elements of managerialism: centralised strategies; performance management and the managerialisation of union roles. The authors’ findings demonstrate how there is scope for unions to adopt a hybrid approach to renewal, and to draw upon their internal resources, processes and techniques to implement change, including behavioural change. Consequently, theories and empirical studies of union renewal need to better reflect the complexities of approaches that unions are now adopting and further explore these models within the agency and articulation principles that underpin the nature of unions.

The purpose of the paper is to describe the development of a series of forums on issues of the information age, created to address ACRL Information Literacy Competency Standard Five.

The paper presents a case study, including citations to relevant literature.

The paper provides a technique for addressing ACRL Information Literacy Standard Five, examples of topics, discussion of logistics, and value to students.

The ideas and methods presented in the paper may be used by other librarians to arrange forums at their own institutions. A checklist to assist in preparation is also included.

International studies indicate that offenders have higher rates of infectious diseases, chronic diseases, and physical disorders relative to the general population. Although social determinants of health have been found to affect the mental health of a population, less information is available regarding the impact of social determinants on physical health, especially among offenders. The purpose of this paper is to examine the relationship between social determinants and the physical health status of federal Canadian offenders.

The study included all men admitted to federal institutions between 1 April 2012 and 30 September 2012 (n=2,273) who consented to the intake health assessment. Logistic regression analyses were used to explore whether age group, Aboriginal ancestry, and each of the individual social determinants significantly predicted a variety of health conditions.

The majority of men reported having a physical health condition and had experienced social determinants associated with adverse health outcomes, especially men of Aboriginal ancestry. Two social determinants factors in particular were consistently related to the health of offenders, a history of childhood abuse, and the use of social assistance.

The study is limited to the use of self-report data. Additionally, the measures of social determinants of health were indicators taken from assessments that provided only rough estimates of the constructs rather than from established measures.

A better understanding of how these factors affect offenders can inform strategies to address correctional health issues and reduce the impact of chronic conditions through targeted correctional education and intervention programmes.

The purpose of this paper is to describe first the rationale for an embedded process for learning difficulties and disabilities in the criminal justice system (CJS). This is followed by an example of how this approach has been delivered in one offender setting. The use of a novel computerised assessment tool is described, and the way it has been used to undertake the initial screening processes and provide person centred guidance for staff and the individuals. The bio-psychosocial approach to supporting individuals moving through the CJS is suggested as an approach that could be potentially used in other prisons settings. The paper also highlights some of the current challenges in doing so.

This paper presents a review of the currently literature to provide a rationale for the example of the embedded approach taken.

The approach, aligns to the challenges cited in much of the research.

The model presented can be used as a basis for potentially delivering such a system in other prisons settings and to highlight areas that remain contentious.

The embedded model represents a bio-psychosocial approach to supporting individuals moving through the CJS so has important implications.

This is novel approach.

This paper aims to examine the relationship between patterns of functioning in four domains (attention and concentration; social and communication; coordination and organisation; and literacy and numeracy) in women in prison. Also, to consider potential associations between functioning and previous Neurodevelopmental Disorder (NDD) diagnoses, previous mental health diagnoses and history of head injury, self-harm and attempted suicide.

Women in one Scottish prison were invited to participate; 87 consented. Women were screened for functional difficulties and asked about their relevant educational and medical history.

Half of participants reported difficulties in one or more domains. All possible combinations of functional difficulties were found. Only eight women reported previous NDD diagnoses. Functional difficulties were significantly associated with history of self-harm, history of attempted suicide and mental health diagnoses. In total, 32% of women reported at least one head injury, but this was not significantly associated with functional difficulties.

The sample was comparatively small and questions were self-report. Analyses were based on within-cohort comparisons due to a lack of appropriate general population data.

There is a clear need for timely, practical and comprehensive profiling of females in the Justice System. Current systems do not appear to adequately identify women with functional difficulties or other adversity. Greater use of interdisciplinary working and shared training is indicated, as is a move from categorical diagnostic systems towards dimensional approaches.

This study is the first to investigate associations between difficulties associated with NDDs, mental health difficulties and head injury in women in prison.