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This chapter offers an insight into library provision and user engagement at a Secure College in Northern Ireland. It draws on findings from doctoral research carried out by Finlay (2020) which examined the role of the library in the learning experiences of people in prison. The case study described in this chapter took a multi-method qualitative approach to exploring engagement with the space, resources and informal learning programmes offered by the library. Acknowledging the many roles and functions of a prison library, this chapter focuses particularly on its relationship to formal and informal prisoner education. The strong educational ethos of Hydebank Wood College made it an ideal setting to explore the transformative educational possibilities of a well-managed and well-funded library. Following a description of the library and its services, the chapter will consider first steps into learning, informal and self-directed learning opportunities, library services in a divided society, and the importance of interpersonal relationships.

Since the completion of this doctoral research, a newly renovated Learning and Skills Centre has opened at Hydebank Wood College. This chapter includes findings from recent interviews with staff members which reveal the impetus for these changes and how the redesign of the library space has impacted upon the learning experiences of both the women and young men held at Hydebank. Taken alongside the doctoral findings, this discussion helps to show how the library space is valued within the institution and the significant role played by the library and library staff in the lives of incarcerated individuals.

This chapter explores the topic of supporting young people to become innovators for societal change in terms of equity and renewal from the perspective of school principals in Northern Ireland, a post-conflict society. We examine how school principals can be empowered in their role in providing this support and the challenges and turbulence that they face in their work. The chapter provides contextual information about education in what is still largely a divided society in Northern Ireland. The principals who were interviewed as part of this research were working within school partnerships as part of ‘shared education’ projects. In Northern Ireland, the Shared Education Act (2016) provides a legislative basis for two or more local schools from different educational sectors to work in partnership to provide an opportunity for sustained shared learning activities with the aim of improving both educational and reconciliation outcomes for young people. The challenges for school leadership of working in partnership in societies emerging from conflict has not been given the attention it deserves in the literature, so this work is significant in that it brings together a focus on school leadership in a ‘shared education’ context, drawing on theories of collaboration and turbulence to examine how principals can best be empowered to be agents of change, so that pupils in Northern Ireland can also become empowered to make society there more equitable and peaceful. While the focus is on Northern Ireland, the learnings from this study will be of wider interest and significance as similar challenges are faced by school leaders internationally.

The purpose of this paper is to report on a study of student information‐seeking and information‐sharing behaviours and communication during group projects. While a considerable body of literature exists on student information behaviour, less is known about the information behaviours of students working collaboratively, for example, in group projects. The aim of the study was to explore student information behaviours arising from group projects undertaken as part of their studies. The research questions were: What are the information seeking behaviours of students involved in group projects? How do students communicate with group members during group projects? How do students share information with group members during group projects? and What do students like most and dislike most about group projects?

A total of 50 undergraduate and graduate students in the University College Dublin School of Information and Library Studies responded to an online questionnaire (the response rate was 55.6 per cent) in May 2007.

Findings reveal that students are embracing electronic media and resources, such as web sites, electronic journals and e‐mail, to progress their group projects. However, despite the widespread availability and convenience of these resources, communication difficulties and other problems were reported. Nevertheless, in general, the findings show that students have positive perceptions of group projects and believe that they have developed useful skills, such as teamwork skills and sharing information resources, as a result.

This study should be of interest to both academics and librarians, and to researchers and scholars concerned with human information behaviour, particularly in an educational context.

The purpose of this paper is to report on a study concerning what emotional intelligence (EI) leadership attributes branch managers in the public library service in Northern Ireland (Libraries NI) consider to be most important.

The methodology in the study involved a survey of all branch managers in Libraries NI – an online questionnaire containing quantitative and qualitative questions was sent to 104 branch managers. Goleman's Emotional Competence Inventory (ECI) was used to examine what attributes and skills were considered to be more important.

The study found that while EI was a new concept to the majority of respondents, they were valuing and demonstrating EI attributes and traits in their work. The top five leadership attributes were: communication; teamwork and collaboration; adaptability; integrity/trustworthiness; and organisational awareness. Likert‐scale questions showed that being able to empathise with staff was considered to be important, and open‐ended questions demonstrated that the branch managers recognised the importance of self‐awareness and that recognising emotions in staff was an important management trait.

This study provides insight into the perceptions and practices of EI leadership within a public library setting and contributes to the research literature on the relevance of EI leadership for library management. It provides valuable comparative data for similar research undertaken elsewhere. Specific recommendations for further research into EI leadership and public libraries are also made.

The paper shows how the findings can be used to improve practice. Three specific frameworks are proposed which can be applied in the workplace: an Emotional Intelligence Leadership Skills Competency Framework for Branch Managers, which lists the personal and social competencies for branch managers in public libraries; suggestions for applying EI to leadership/management and staff development; and suggestions for applying EI to customer relations.

This study analyses for the first time EI leadership in a public library setting in Northern Ireland, and contributes to the emergent literature on EI and library leadership. The EI Leadership Skills Competency Framework for Branch Managers that is developed from this study can be applied, tested and used within and beyond the Northern Ireland public library setting in which it was conceived.

The purpose of this empirical study is to investigate the use of, and perception of, weblogs in the Irish library and information profession, in order to ascertain the extent weblog technology is used by Irish librarians, and what factors promote or discourage the use of weblogs.

The research questions answered in the study were: “What types of library/librarian weblogs exist in the Irish library community?”; “Does the Irish librarian community use weblogs and other social communication technologies?”; “What factors affect the uptake of blogging technologies by Irish librarians?”. The methodology employed in the study combined quantitative and qualitative techniques, and involved content analysis of existing Irish library and librarian weblogs; a survey of Irish librarians concerning weblogs and other social communication technologies; and interviews with Irish librarians who maintain weblogs.

The study found that a high proportion of Irish librarians read weblogs, but weblogs are not extensively used as an information resource or communication method, and e‐mail and websites are preferred. The professional use of weblogs was found to be associated with simplicity of use, and a proactive attitude to technology and to library users. Constraining factors included time concerns, fear of misuse of the weblog, the limitations of the linear nature of weblogs and the newness of the technology. Interest in weblog technology is growing and its uptake will ultimately depend on the interest of the librarian and the perceived and actual needs of the library users.

This study analyzes, for the first time, the Irish biblioblogosphere and contributes to the emergent body of knowledge concerning librarians' use of weblogs.

The purpose of this paper is to examine the impact of social media (including social networking technologies) on migration strategies and integration, focusing on the use of new technologies for information seeking and dissemination, as well as personal communication.

A total of 26 Polish nationals resident in Ireland were interviewed in 2008, using semi‐structured interviews.

Results indicated a significant use of new social media, especially social networking technologies based in Poland and largely used by Polish language speakers. The use of social networking technologies enabled “media rich” and resilient social groups to develop, founded on the latent monitoring of activities characteristic of face‐to‐face, geographically delimited communities. The resulting social groups incorporated friends and relations based in Poland, Ireland and throughout the world. These networks tended to minimize integration into Irish society, as most Polish nationals interacted only with other Polish people, whether resident in Ireland or elsewhere.

This research demonstrates that new technologies are having a significant impact on patterns of migration. New social media are changing the character of international migration, with an emphasis on mobility rather than assimilation. Where foreign nationals previously tended to integrate into the societies where they resided, migrants are now more likely to be peripatetic mobile workers. Furthermore, while these migrants often no longer live in physical ghettos, they now live in “virtual” ghettos or enclaves, as they use new technologies to create separate lives within the wider society in which they work and live.

Testing boundaries in the context of encountering horror representations have long been of interest to cultural studies scholars. There have been rich cultural accounts of how audiences negotiate with what is frightening or disgusting on screen (Hill, 2005) not just in general but also in what concerns specific social groups as well (e.g. children, Buckingham, 2000). Horror, disgust and the emotion of fear have not been examined in the Greek context so far and it is our aim to attempt a first investigation of how certain groups of viewers engage with the horror genre. We draw upon the argument that fear from encountering horror is a socially based emotion through which people do not just test their own boundaries but also their boundaries within a group of peers (Hill, 2005). Given that women are stereotypically thought to be more afraid than men, we are particularly interested to see how women aged between 20 and 35 in Greece engage with fear or disgust in the mainstreamed context of the horror offered by American Horror Story. We are particularly interested in the ways they perceive horror but also deadly women or female villains. Our interest in this particular series lies not only in its popularity across the world but also because of its nature as a representative series of the horror genre and because all different narratives it offers are mostly based on female characters primarily as villains. Also, as a text available across different cultures, it could probably allow us to engage with cross-cultural research in the future. Therefore we wish to conduct an online survey with women aged 20–35 in Greece, followed by focus groups with women of the same age group in an attempt to provide both a mapping and a further investigation of the topic.