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This paper traces the impact of the Report of the Further Education Funding Council's committee on learning difficulties and/or disabilities on educational opportunities for people with learning disabilities. Based on the principle of inclusion, the Report made sixty recommendations aimed at improving the quality of further education for people with learning disabilities. While approximately one third of the proposals have now been accepted by the funding council, this paper argues that only legislative reform can achieve the recommended changes to the post‐16 curriculum and to inter‐agency working.

This article is based on a three‐year research project designed to improve the quality of life of people with profound and complex learning difficulties, particularly during periods of transition. Following a survey of post‐school opportunities, the project adopted an action research approach in four case study sites. The project concluded that it was important not only to support transitions but also to enable individuals to influence and direct change in their own lives. Commitment to increasing local opportunities, combined with a focus on staff development, is fundamental to enhancing the quality of the lives of people with profound and complex learning difficulties and those who support them.

This paper aims to highlight recent resources on information literacy (IL) 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 IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either 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 IL.

AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.