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The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences.

Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved.

Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project.

Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences.

Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices.

Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development.

This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

Describes the evolution of a draw and write research project to investigate children’s perceptions of sun exposure and skin cancer in five northern European countries. Analysis of the findings showed that primary school children acknowledged a need to protect themselves, but thought that the main way to do this was to use sun creams. There was little mention of protective clothing or the value of shade. A comparison with children in Australia and New Zealand showed much less approval of sun tans and greater awareness of strategies such as wearing hats and keeping in the shade. Concludes that European countries need to mount coherent sun protection programmes in schools.

From the mid‐nineteenth to the early twentieth century universities and colleges were founded throughout Australia and New Zealand in the context of the expanding British Empire. This article provides an analytical framework to understand the engagement between changing ideas of higher education at the centre of Empire and within the settler societies in the Antipodes. Imperial influences remained significant, but so was locality in association with the role of the emerging state, while the idea of the public purpose of higher education helped to widen social access forming and sustaining the basis of middle class professions.

The authors applied a multidimensional conceptual lens that incorporated physical, emotional, social, intellectual and spiritual health dimensions to explore pre-adolescent children's understanding of health and what it means to be healthy.

Forty-six children aged 9–11 years old completed a short questionnaire about their understanding of health and what it means to be healthy. Data analysis was completed through a deductive analysis applying a multidimensional conceptual lens and an inductive thematic analysis of the content of children's responses to each question.

The analysis of children's understandings of health and being healthy both revealed five common themes: Being well, physically active, fit and healthy; Healthy eating and body composition; Physical activity examples; Physical activity characteristics; and Unsure or ambiguous. Across both questions the majority of responses reflected the physical dimension of health, with only a few references to the social and emotional dimensions. There was no evidence of the intellectual or spiritual dimensions of health in children's responses to either question.

The authors’ data suggest that the plateau in adolescent UK children's trajectory of understandings originates earlier in childhood, with children aged 9–11 showing a similarly limited understanding of health and being healthy as UK adolescents. Moreover, this focus on the physical dimension is narrower than previously considered as it is restricted to the movement category of this dimension only.

The authors’ findings have implications for the timing and focus of health education interventions for children.

The purpose of this review is to integrate and organize past research findings on affective, normative and continuance occupational commitment (OC) within an integrative framework based on central life span concepts.

The authors identified and systematically analyzed 125 empirical articles (including 138 cases) that examined OC with a content valid measure to the here applied definition of OC. These articles provided information on the relationship between OC and four distinct life span concepts: chronological age, career stages, occupational and other life events, and occupational and other life roles. Furthermore, developmental characteristics of OC in terms of construct stability and malleability were reviewed.

The reviewed literature allowed to draw conclusions about the mentioned life span concepts as antecedents and outcomes of OC. For example, age and tenure is more strongly positively related to continuance OC than to affective and normative OC, nonlinear and moderating influences seem to be relevant in the case of the latter OC types. The authors describe several other findings within the results sections.

OC represents a developmental construct that is influenced by employees’ work- and life-related progress, associated roles, as well as opportunities and demands over their career. Analyzing OC from such a life span perspective provides a new angle on the research topic, explaining inconsistencies in past research and giving recommendation for future studies in terms of dynamic career developmental thinking.

The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom.

This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation.

Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology.

The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

The purpose of this paper is to explore an identified medication error using a root cause analysis and a clinical case study.

In this paper the authors explore a medication error through the completion of a root cause analysis and case study in an aged care facility.

Research indicates that medication errors are highly prevalent in aged care and 40 per cent of nursing home patients are regularly receiving at least one potentially inappropriate medicine (Hamilton, 2009; Raban et al., 2014; Shehab et al., 2016). Insufficient patient information, delays in continuing medications, poor communication, the absence of an up-to-date medication chart and missed or significantly delayed doses are all linked to medication errors (Dwyer et al., 2014). Strategies to improve medication management across hospitalisation to medication administration include utilisation of a computerised medication prescription and management system, pharmacist review, direct communication of discharge medication documentation to community pharmacists and staff education and support (Dolanski et al., 2013).

Discussion of the factors impacting on medication errors within aged care facilities may explain why they are prevalent and serve as a basis for strategies to improve medication management and facilitate further research on this topic.

The purpose of this study is to respond to calls to increase levels of theory application and extend understanding beyond individuals ensuring social and structural environmental considerations are taken into account. Social cognitive theory (SCT) was applied across two settings to examine its potential to explain breakfast eating frequency.

A cross-sectional survey was conducted in two institutional feeding populations [military (n = 314) and mining (n = 235)]. Participants reported key SCT constructs including breakfast eating behaviour (self-efficacy, skills, practice), cognitive aspects (knowledge, attitude, expectations) and their perceptions regarding environmental constructs (access, social norms, influence). These were measured and analysed through SPSS and structural equation modelling (SEM).

Results indicated that 71% males and 90% females in the military do not eat breakfast at work, and in the mining, 23% males and 24% of females do not eat breakfast at work. Furthermore, SEM modelling found only a satisfactory fit for SCT as operationalised in this study. Within the models, behavioural aspects of self-efficacy, skills and practice were significant influences on breakfast eating. Cognitive influences and perceptions of environmental influences exerted little to no effect on breakfast eating. Study results indicate that SCT, as measured in this study using a selection of environment, cognitive and behavioural constructs, does not offer sufficient explanatory potential to explain breakfast eating behaviour.

The value of this paper is to deliver a complete application of Social Cognitive Theory, ensuring multiple constructs are measured to examine the explanatory behaviour of breakfast eating frequency in workplace institutional settings.

This paper aims to compare biographical content for literary authors writing in English among Biography Reference Bank, Contemporary Authors Online, Wikipedia, and the web.

A sample of 500 names was gathered from curricula and textbooks used in English courses and searched in the Contemporary Authors Online portion of Literature Resource Center, Biography Reference Bank, Wikipedia, and the web; the results and content were compared.

Each source has core content plus its own unique offerings and specific challenges, as evidenced in searching, evaluative techniques such as authority and currency, and content.

This study can only offer a small part of the picture of what information resides where and a single snapshot in time.

This study will help librarians decide whether to subscribe to a biographical database. It also reinforces the need for evidence‐based practice in librarianship.

While the study is only a small part of the picture, it still makes use of a significant sample size to validate/refute assumptions about the availability of biographical information and the sources studied.