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This paper contributes to a dialogue about the psychoanalytic concept of free association and its application in the context of qualitative research interviewing. In doing so, it also adds to wider discussion regarding the relationship between clinical psychoanalysis, psychoanalytic psychotherapy and qualitative research.

Critical consideration of different perspectives on the application of free association in the qualitative research interview, extending earlier work addressing this issue. Differences and similarities in the way the concept of free association is articulated are examined regarding its framing in psychoanalysis and psychoanalytically oriented psychotherapy.

Whether researchers see themselves as borrowing, applying or drawing inspiration from free association, there is scope for muddling distinct ways of viewing it as it is conceived in psychoanalysis.

Considerations are outlined for researchers interested in psychoanalytically informed methods to be mindful of.

The longer‐term psychological impact of childhood wartime experiences is an under‐researched area. Davies' (2001) work has been seminal in drawing attention to the challenges that older people face in coming to terms with their early childhood experiences during the Second World War. This project used qualitative research methods to investigate the lived experience of older people who were evacuated during the war or remained in Liverpool, UK and experienced ‘the Blitz’ firsthand. It also investigated older people's understanding of these experiences, the meaning they attributed to them, and how they felt these experiences had affected them across the lifespan. The data collection phase of this project included an initial focus group and four free association narrative (FAN) interviews. Interpretative phenomenological analysis (IPA) was the method used to draw out main themes for each of the participants. Analysis revealed specific psychological issues for each of the participants, along with specific coping strategies. Analysis also suggested that some older people continued to find it challenging to make sense of their early experiences and to assimilate these unusual events into their life narratives. This project has contributed to the limited literature base relating to the longer‐term consequences of early wartime experiences, which may be of use to psychologists working with a range of individuals with past or more recent experiences of war or ‘war‐like’ experiences.

The purpose of this paper is to elaborate on a novel multi-modal enabling technique for contextualising brand consumption experiences.

A multi-modal interpretive narrative approach is presented as a means of investigating brands as experiential entities for use in consumer identity projects. It reports the strategic use of different modes of data collection: autobiographical narratives generated by solo participants to create a benchmark of identity and subsequent friendship pair guided discussion interviews. This offers a faster, cheaper and more convenient means of gaining access to consumer experiences of brands than traditional ethnographic methods, which require prolonged engagements within a community.

Consumer narratives of actual brand consumption and of mediated brand consumption are enhanced using this method. The consumer narratives generated provided rich insights into the role of brands in contributing to national identity. The contextualised use and function of identity narratives provided by brands were identified in addition to the identification of national community rituals of consumption.

The multi-modal use of friendship pair interviews with solo autobiographical interviews is shown to offer benefits to qualitative consumer researchers focussing on brand/identity issues. The combination of data collection methods allowed for greater reflexive, memorial and contextualised discussion in the friendship pair interviews about brand narrative consumption and generated responses that advance beyond socio-political conventions concerning brands. Consequently, contextualised brand consumption experiences can be accessed more effectively than in conventional depth interviews.

In recent years, two new approaches have bloomed in criminological thinking, narrative criminology and psychosocial criminology. Both have argued for a new consideration of offenders' narratives, which are investigated as a description of life events and choices, and of the decision to offend. An interview regarding the life and deviant career of an Italian football hooligan (‘ultras’) – a Bangladeshi–Italian boy trying to find his place in Italian society – will show how the two approaches can be combined in an analysis of the subject's often ambiguous narratives, in which both neutralisation techniques and defence mechanisms can be discerned. We will first describe the complex narrative strategies used. We will then try to explain how, through the use of complex defences and neutralisations, the subject can feel simultaneously integrated into both the deviant group and general society. In this case, despite antinomies and ambiguity, integration is achieved by keeping at bay the sense of guilt related to aggression towards parental figures.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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.