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Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.

In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.

A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action-oriented intention and inclusive participatory disposition ensures improvements of real world situations.

People in prisons have a high prevalence of poly-traumatisation throughout their life span. The behavioural and emotional sequalae of trauma are likely to be managed across the whole organisation. However, there is still a lack of clarity about the key components of a trauma-informed approach within the custodial context. This study aimed to gather in-depth knowledge of staff views on the components of an optimal trauma pathway in a prison and the organisational factors that influence its implementation.

The authors’ research design is qualitative, involving in-depth, semi-structured interviews with eight members of staff from different professional backgrounds at a single prison in the UK that houses sentenced and remand prisoners. Data was analysed using reflexive thematic analysis.

Three super-ordinate themes were identified within the data. Firstly, components of a trauma-informed pathway included sub-themes of asking about what has happened and knowing how to respond; providing specialist approaches; enabling residents to cope; screening and detection; and a compassionate relational approach. Secondly, organisational factors were associated with sub-themes of culture and leadership, resources and systems and processes. Thirdly, staff factors were associated with sub-themes of skills development and training, staff well-being and support and staff attitudes.

Post-traumatic stress disorder (PTSD) and complex PTSD in prisons are under-detected, and there are complex psychosocial factors within prisons that mediate the effectiveness of psychological therapies.

To the best of the authors’ knowledge, this study represents the first exploration of staff perspectives on the components of a trauma-informed pathway within custodial settings. Future directions should involve the piloting and evaluation of the components of the trauma-informed pathway, with a focus on longer-term outcomes and exploration of the organisational factors that impact on effectiveness.

Modern NHS organisations are seen to be increasingly reliant, in terms of achieving improvements and service targets, on the efficient provision of information to enable clinical, administrative and managerial decision making. A key barrier to effective ICT introduction in NHS trust hospitals has been identified as the complex social, organisational and political issues endemic within the organisation, preventing true discourse amongst key stakeholders. This paper describes how the adaptation of critical social theoretical thinking may be used to develop an innovative approach to participative process and information flow modelling. This approach is used within a hospital trust to investigate its potential as a precursor to ICT procurement and development. Empirical results of the research are described with suggestions for a more informed approach to ICT introduction, leading to a re‐examination of issues concerning: historical context, emancipatory practice and the role of the systems analyst.

Purpose – This chapter puts forth an approach for deeper understanding of the ways that information professionals learn, based on concepts and strategies that enable them to fulfill the varied roles they take on. It considers multiple facets in their experiences of using information to learn, the essence of informed learning (Bruce, 2008). The purpose of furthering this understanding is to develop approaches for designing enhanced curriculum to support transformative learning experiences.

Design & Methodology – To explore the learning experiences, roles, and strategies of information professionals, this chapter enlists two frameworks pertinent to transformative learning: first, the informed learning construct of Bruce (2008) and, second, the threshold concepts theoretical framework of Meyer and Land (2003). Both frameworks have been used to guide the design of curriculum, and this chapter discusses using them together to design higher education courses for information professionals. Learning activities from two courses in an online MLIS degree program – information retrieval system design and information architecture – are used as case illustrations for implementing a blended approach.

Findings & Discussion – The outcomes from implementing curriculum that has been designed based on informed learning principles and threshold concepts that were derived from learner experiences are discussed. A third construct, information experience (Bruce et al., 2014), which evolved in part out of informed learning, is brought into the discussion, providing an additional dimension for understanding the learner’s relationship with his/her information world.

This chapter highlights the varied scope of research in the emerging information experience domain. First, I share my perspective as educator-researcher on information experience and its association with informed learning. Then, in six methodological snapshots I present a selection of qualitative approaches which are suited to investigating information experience. The snapshots feature: action research, constructivist grounded theory, ethnomethodology, expanded critical incident approach, phenomenography and qualitative case study. By way of illustration, six researchers explain how and why they use one of these methods. Finally, I review the key characteristics of the six methods and their respective benefits for information experience research.

This paper aims to identify research approaches and issues in relation to the main paradigms of resilience: engineering resilience, ecological resilience and socio-ecological resilience. This paper provides a synthesis of the core elements of each resilience approach and their implications.

A critical thematic review was undertaken of the hospitality and tourism resilience literature.

Resilience is a contested boundary object with different understandings according to conceptual and disciplinary position. The dominant approach in hospitality and tourism studies is primarily informed by engineering resilience with the focus at the organizational level. The ontological and epistemological understanding of resilience and change concepts appears limited leading to a lack of appreciation of the multi-scaled nature of resilience and the importance of slow change.

The research has important implications for understanding the key elements of different approaches to resilience.

The research synthesis may help improve resilience strategy and policymaking, including indicator selection.

The research notes the relationship of resilience to sustainability, the potential for learning and decision-making practices.

In addition to thematic analysis, a model of the multi-scaled nature of resilience is provided and the key elements of the three main approaches with implications for theory and practice.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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 the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university.

Research tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS.

Clear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS. A systems model for coordination of EfS integrates approaches to governance, curriculum and infrastructure management. Details of examples of good practice and ways to improve practice are discussed.

As the research was qualitative in design and focussed on three universities, the sample size is restricted and there are limitations in the generalisability of specific results outside of their contexts. However, the overall results have some broadly significant implications and trends that have relevance for the university sector.

The structure and processes for an approach to systems organisation and identified good practice, barriers and perceived ways to improve practice have relevance for coordination of EfS across the university sector.

The findings have significant social implications, as EfS has urgent and important international priority, while universities have important functions in educating the next generation of professionals across a wide range of contexts.

The paper is an original contribution to establishing an effective systems model for EfS coordination; hence it is of significant educational and social value.

This paper considers how the quality of wound care delivered to people experiencing mental ill health can be improved at the system level in line with the global focus on improving population health. The purpose of this paper is to identify how the quality of wound care delivered to mental health care service users can be improved at a population level through system thinking informed by boundary theory.

This paper is a critical analysis of practice underpinned by systems thinking and boundary theory.

Tissue viability care and mental health care have different professional cultures and identities that are manifest in the way that they are organised and deliver care. If improvements in wound care-related outcomes at a population level are to be achieved, then it is important that the wound care needs of people experiencing mental ill health are addressed. Systems thinking and boundary theory provide a useful conceptual framework for informing quality improvement for people experiencing mental ill health at a population level. Integrated care plans are a useful mechanism for delivering comprehensive care that brings about wound healing and recovery from mental ill health.

Integrated wound and mental health care plans transcend the professional boundaries that exist between tissue viability and mental health care services. Improvements in the quality and safety of care delivered to people with wounds who also utilise mental health services can be achieved through the use of integrated care plans. Health care policy and organisation need to meet the wound-related needs of people using mental health services.

There has been a focus on improving many aspects of wound care in line with the global focus on grand convergence in population health, but there has been very little emphasis on improving the wound-related outcomes of people that use mental health services. Systems thinking and boundary theory provide a useful framework for understanding how wound care for people experiencing mental ill health can be improved at a population level. Integrated care plans are a useful way of ensuring that safe high-quality wound care is consistently delivered to people experiencing mental ill health.