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Ensuring the validity of individual responses to psychometric tests is important in a wide range of psychology practice and research. This study compares a number of methods for detecting test faking on a measure not designed with explicit validity checks. A total of 270 students took part in two related studies, one using a standard ‘pencil and paper’ test presentation and the other a computer‐based presentation. Techniques such as responses to specific test items and speed of responding may be useful for assessing the validity of responses. The implications are that such procedures may offer methods for identifying faked responding in a range of psychometric instruments where previously this has not been possible.

Academic libraries have sought to become the leaders in the provision of information literacy (IL). The purpose of this paper is to identify to what extent IL is being promoted through institutional websites.

Data were collected from all UK university websites (n=133) in early 2015 to identify the promotion of IL. Content analysis was used for the five categories: IL in the mission statement, visions or strategic plan; IL model or framework; IL policy; IL assessment; and, IL training. Data collection was limited to information in the public domain which could be accessed from individual websites, which were searched and browsed systematically.

In total, 85.7 per cent of universities promote IL to some extent on their websites in at least one of the five categories, however the degree of the information provided varied extensively. Less than 6 per cent of universities promote IL at institutional level. Only 17.3 per cent refer to a model or framework, 15.8 per cent show their IL policy and 9 per cent provide information on their assessment of students’ IL skills. Information on IL training is offered on 84.2 per cent of websites, the most common method being online tutorials, although 52.6 per cent only offer training for one or two aspects of IL, primarily information seeking and citing and referencing.

This paper provides up-to-date data concerning how universities in the UK promote IL in the public domain via their websites. It should be of interest to academic librarians who are responsible for IL provision.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

LIBRARIANS in Britain stand at the threshold of great possibilities. Having passed through the ages of the ecclesiastical library, the rich collector's private library, the academic institutional library, and the rate‐supported public library—all general libraries —they have reached the age of the special library. The next will be that of the co‐ordinated, co‐operative library service.

ALMOST TWO YEARS AGO we acquired Grafton & Co. and THE LIBRARY WORLD. For me it has been an interesting experience to be involved in the production of a magazine, and it has been gratifying to carry on the tradition of such a respected and long established journal.

Heavy episodic drinking in young women has caused concern among many groups including public health professionals. The purpose of this paper is to investigate the experiences of young women’s alcohol consumption so as to facilitate better health education targeting.

This qualitative descriptive study examines the narratives of 16 young women’s experience of a “night out” framed as the Alcohol Consumption Journey.

The young women’s Alcohol Consumption Journey is a ritual perpetuated by the “experienced” and “anticipated” pleasure from social bonding and collective intoxication. The data showed three sequential phases; preloading, going out and recovery, which were repeated regularly. The young women perceived that going out was riskier than preloading or recovery and employed protective strategies to minimise risk and maximise pleasure. Alcohol was consumed collectively to enhance the experience of pleasure and facilitate enjoyment in the atmosphere of the night time economy. Implications for health interventions on collective alcohol consumption and perceived risk are presented.

The concept of socio-pleasure is valuable to explain the perpetuation of the young’s women ritualised Alcohol Consumption Journey. The binary concepts of mundane/celebration, individual/collective and insiders/outsiders are useful to illustrate the balancing of collective intoxication with group protective strategies in navigating the edge between risk and pleasure.