Search results

Highlights the importance of ensuring the highest possible return rates when using mail surveys. Describes a study investigating the difference in return rates between a parent company and a fictitious consulting firm. Reports that there was no difference between response rates for two different return addresses, and that response bias was not a problem. Concludes therefore that great cost savings can be made as a result of developing and mailing the materials in‐house. Summarizes research literature on response rate surveys.

IF we count the University of Strathclyde School of Librarianship as a “new” school—rather than simply an old school transferred from a College of Commerce to a university—then four “new” schools were established between 1963 and 1964, three of the four in universities and the other closely linked with a university, though remaining independent. All four schools have their special features but I consider the more significant of Belfast's features to be its right, from the outset, to conduct all its own examinations for graduates and non‐graduates. Queen's was also the first British university to provide non‐graduates with courses in librarianship. (Strathclyde is the second.) All successful students are eligible for admission to the Register of Chartered Librarians (ALA) after they have completed the prescribed period of practical experience.

WHILE there is no doubt that the system of issuing books at “net” prices is of great benefit to booksellers, there is also no doubt that, unless care is taken, it is a serious drain upon a limited book‐purchasing income. A few years ago the position had become so serious that conferences were held with a view to securing the exemption of Public Libraries from the “net” price. The attempt, as was perhaps to be expected, failed. Since that time, the system has been growing until, at the present time, practically every non‐fictional book worth buying is issued at a “net price.”

This research investigated the creative representations and written reflections of 74 pre-service teachers in two teacher education courses from two large public research universities. Using qualitative methodology, this study examined images of teaching in conjunction with written reflections as a measure of the developmental level of learning to teach. As the representations were analyzed, the very personal nature in which these representations were constructed became apparent, along with the importance of the students’ own past personal experiences. Moreover, sophistication of reflective comments also differed across groups. Differences between the two groups are discussed and implications for future research are offered.

A translation framework and associated processes and activities for bridging the research-to-practice gap in early childhood intervention are described. Translational processes and activities include methods and procedures for identifying evidence-based practices, translating findings from research evidence into early childhood intervention procedures, and promoting practitioners’ and parents’ routine use of the practices. The framework includes four interrelated processes and activities. Type 1 translation uses research findings to develop evidence-based practices. Type 2 translation involves the use of evidence-based professional development (implementation) practices to promote practitioners’ and parents’ use of evidence-based early childhood intervention practices. Type 3 translation includes activities to evaluate whether the use of evidence-based practices as part of routine early intervention have expected benefits and outcomes. Type 4 translation includes activities for the dissemination, diffusion, and promotion of broad-based adoption and use of evidence-based practices. Examples of each type of translation are described as are implications for practice.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

There has been little research into the use and efficacy of Mental Health First Aid (MHFA) across UK workplaces. This paper aims to investigate the implementation of MHFA across six UK organisations, identifying key barriers and facilitators.

Twenty-seven workplace representatives were recruited from six organisations through purposive sampling and took part in semi-structured interviews exploring their experiences of workplace MHFA. The data underwent thematic analysis, identifying key themes around implementation.

Implementation varied across organisations, including different reasons for initial interest in the programme, and variable ways that MHFA-trained employees operated post-training. Key barriers to successful implementation included negative attitudes around mental health, the perception that MHFA roles were onerous, and employees’ reluctance to engage in the MHFA programme. Successful implementation was perceived to be based on individual qualities of MHFA instructors and good practice demonstrated by trained individuals in the workplace. The role of the inner organisational setting and employee characteristics were further highlighted as barriers and facilitators to effective implementation.

MHFA is a complex intervention, presenting in different ways when implemented into complex workplace settings. As such, traditional evaluation methods may not be appropriate for gaining insights into its effectiveness. Future evaluations of workplace MHFA must consider the complexity of implementing and operationalising this intervention in the workplace.

This study is the first to highlight the factors affecting successful implementation of MHFA across a range of UK workplaces.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Libraries of all types have often been called on to take on challenges ranging from information literacy and developing a reading culture to promoting social justice. In recent literature they have been challenged to contribute to the development of informed and educated nations – a big issue in developing countries. Sometimes even to empower people. The purpose of this paper is to raise awareness for this call as important for developing as well as developed nations and the numerous issues, role players and lenses they need to bear in mind. As an opinion piece it can merely scratch the surface of raising awareness.

This contribution builds on the literature of library and information science, education and politics to present an exploratory viewpoint and a nascent model to support further work. It intentionally touches on a diversity of issues that may seem at odds with each other, but that in the opinion reflect the enormous scope to address and diversity of individual, institutional and global input and lenses that can make a difference.

Many obvious approaches to achieve the object of an informed and educated nation with empowered individuals can be noted such as focusing on information literacy, digital literacy and information fluency. However more awareness is required of the need to take a holistic view of issues to focus on such as tolerance and ethics, and the information behaviour and information practices of people in various contexts, and how changes in the awareness of needs to address and the need to seek information and support from diverse sources, can contribute. A first step would be to note the diversity that might contribute towards a holistic view of a global problem to which libraries can contribute.

There are limited publications on the topic in the library and information science literature although “developing an informed and educated nation” features in the mission and vision plans of some countries, and empowerment is sometimes specifically noted in publications on user education and information literacy. This paper offers an exploratory viewpoint to raise awareness to consider various approaches and threads to the topic and to not think only in terms of education and information literacy, but to recognise the full role libraries and librarians can play – also in reaching out to other role players such as users, governments and grant providers.