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The purpose of this paper is to explore professional perspectives on restorative approaches with families in elder abuse cases.

Data were gathered from 37 social workers in statutory and voluntary organisations through nine focus group sessions in one region of Northern Ireland. A thematic analysis was undertaken and themes were derived from the data using NVivo software.

This paper reports main findings under the themes of engaging families and service users; managing risk in working with families in adult safeguarding; and challenges for professionals in practice. A key finding was that professionals felt challenged personally and professionally in managing the risks and working with families in these highly complex cases.

Investigative approaches have their limitations in relation to adult abuse situations. This study adds to the existing knowledge base, identifies potential practice developments and discusses the challenges in adopting restorative approaches with families in elder abuse cases. The study highlights the need for further specialist training. Managers should consider the creation of specialist teams with a focus on alternative or restorative approaches with families.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.

Confidentiality in adoption has been the norm in this country since the 1930s. Traditionally, it has been perceived as beneficial to all sides of the adoption triangle: the adoptive parents, the adoptee, and the birth parents. Adoption agencies have supported the policy of confidentiality, and as a result the practice of concealment is almost universal in the United States. Alaska, Hawaii, and Kansas are the only states that allow adult adoptees access to their birth and adoption information.

Undertaking feminist inquiry calls for scholars to challenge the powerful hegemonic, masculinist, taken for granted values and gender injustices that continue to underpin institutional life (Wickstrom et al., 2021). A root cause of gender injustice is misogynistic and neoliberal institutional practices. Gender injustices range from micro-aggressions to workplace bullying (Mavin and Yusupova, 2021), as well as the perpetuation of sexualized and gender-based violence (GBV). The purpose of this paper is to consider the challenges with policy implementation of GBV policies. Specifically, the authors discuss the barriers three senior women leaders at one Canadian university face in their efforts to change institutional culture, with the intention of minimizing GBV on campus. By attending to the lived experiences of women leaders involved in trying to effect institutional change, the authors learn that GBV is not an unusual event. Rather, it is an everyday occurrence perpetuated by hierarchical cultures that resist those women leaders who think and act differently. Put simply, trying to lead differently is not without risk, especially for those women courageous enough to speak out against gender injustices in the workplace. The risks associated with speaking out are at the individual level (personal identity) and interactional level (social ties) (Khan et al., 2018). Furthermore, these findings suggest women leaders willing to speak out may experience isolation. Over time, this isolation can lead to a lack of support and burnout (Zumaeta, 2018).

Building upon the work of Ahmed (2014; 2015; 2017; 2019; 2021), this paper seeks to explicate the interconnections between gender and structural inequities in the neoliberal academy. The authors use a theoretical and methodological approach that draws upon Ahmed’s (2014) notion of “practical phenomenology.” This approach can highlight valuable insights from the experiences of those involved in the act of “doing,” which, in this case, refers to three women leaders engaged in the implementation of a GBV policy. Using this approach helps to weave theory and praxis together to comprehend the difficulties women leaders experience in putting policy into practice to enact institutional change to eradicate gender inequities.

The findings of this paper indicate the challenges women leaders in academia have in putting policy into practice. Four interconnected themes emerge: the insidious institutional roots of GBV; naming or lack thereof; pockets of resistance; and balancing contradictions. These findings also indicate that leading this type of institutional policy change requires determination and courageous action to combat organizational sexism (Ahmed, 2021). This action is not without challenges to the careers of those willing to speak out against gender injustice in the workplace.

Research limitations are that this is a small study undertaken at one university in Canada. As such, these findings cannot be generalized. That said, learning from women leaders' practical experiences can help feminist scholars understand the difficulties in effecting institutional change, especially in regards to turning GBV policy into practice. In turn, this learning adds value to the gender and management literature.

This paper’s originality is twofold. First, this paper lies in the practical phenomenological approach the authors engage in to consider gender inequities relating to the difficulties of effecting institutional change in higher education institutions. Engaging in this critical approach helps to learn from the experiences of “expert knowers,” which, in this case, refers to those senior women leaders at the forefront of trying to effect institutional change by putting GBV policies into practice. Second, this paper adds to the literature critiquing how masculinist structures in higher education operate to shore up institutional sexism.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1979. A few items from 1978 were included because information about them had not been available in time for the 1978 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item. The bibliography includes publications on user instruction in all types of libraries and for all types of users from children to adults. To facilitate the use of the list, it has been divided into categories by type of library. Even though the library literature includes many citations to items on user instruction in foreign countries, this bibliography includes only publications in the English language.