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Addressed to the audience of LIS educators at all levels, from full-time and adjunct faculty teaching in LIS programs, to librarians and library consultants delivering professional development training, to practitioners who work with readers in all types of libraries, this article makes a case for replacing the term “readers' advisory” with the term “Reading Experience (RE) librarianship” as a designator of the current professional practice.

Using historical and discursive analysis based on the extensive literature review, this article argues that a number of factors call for the change in terminology: changes in the human factor (i.e., changes in readers and reading behavior; and changes in relationships between readers and librarians) and changes in the library environment (the rise of “experience” in libraries; a greater commitment to outreach and community engagement; and the fact that librarians are already practicing RE librarianship without recognizing it as such). It also examines the role of LIS educators in fostering and supporting RE librarianship.

On the one hand, the new terminology will be more reflective of the work that reader service librarians currently do, thus doing justice to a wide range of activities and expanded roles of librarians; on the other hand, it will serve as an imperative and a motivator to further transform reader services from in-house interactions with and programs for avid readers into a true community engagement, with much broader goals, scope and reach.

The article stands to coin a new professional term for the transformed library practice, thus recording a radical change in longstanding professional activities and encouraging new community-oriented thinking about the expanded role of librarians in promoting reading in diverse social environments.

The purpose of this paper is to examine the effectiveness of the Transformers programme on individual's use of appropriate emotion regulation strategies.

Five people with an intellectual disability participated in the Transformers programme and took part in the current study. The intervention was evaluated using the Profile of Anger Coping Skills (PACS) and incident reports. The PACS was completed by participants and their caregivers.

The majority of participants demonstrated increases in self- and caregiver-reported use of appropriate emotion regulation strategies following their involvement in the Transformers programme. However, treatment gains were not always maintained at follow-up. Three of the participants also exhibited fewer incidents of challenging behaviour after taking part in the programme.

Overall, the results provide preliminary support for the continued use of the Transformers programme with people with an intellectual disability who have emotion regulation difficulties. It is recommended that further research be carried out with a larger sample size, a control group, and a longer follow-up period.

The purpose of this paper is to report on ethnographic research that investigated how self-employed nurses perceive the contemporary healthcare field, what attributes they possess that facilitate their roles as change agents, what strategies they use to influence change, and what consequences they face for their actions, thus contributing to what is known about organizational change in institutionalized settings such as healthcare.

Focussed ethnography was used to explore self-employed nurses’ work experiences and elucidate the cultural elements of their social contexts, including customs, ideologies, beliefs, and knowledge and the ways that these impact upon the possibilities for change in the system.

These self-employed nurses reflected on the shortcomings in the healthcare system and took entrepreneurial risks that would allow them to practice nursing according to their professional values. They used a number of strategies to influence change such as capitalizing on opportunities, preparing themselves for innovative work, managing and expanding the scope of nursing practice, and building new ideas on foundational nursing knowledge and experience. They had high job satisfaction and a strong sense of contribution but they faced significant resistance because of their non-traditional approach to nursing practice.

Despite dramatic restructuring in the Canadian healthcare system, the system remains physician-centered and hospital-based. Nursing ' s professional potential has been largely untapped in any change efforts. Self-employed nurses have positioned themselves to deliver care based on nursing values and to promote alternative conceptions of health and healthcare. This study offers a rare exploration of this unique form of nursing practice and its potential to influence health system reform.

There is a move to make primary care models of mental health care more accessible to people with intellectual disabilities (IAPT, 2009) but little evidence of their ability of services to make the necessary reasonable adjustments or their effectiveness (Dodd et al., 2011). The purpose of this paper is to describe a pilot project to evaluate an anxiety management group co-facilitated by Least Intervention First Time (LIFT) Psychology and Community Team for People with Learning Disabilities (CTPLD) services.

Five people attended a nine-week anxiety management group, adapted from a course offered by LIFT services. The Glasgow Anxiety Scale (GAS-ID) and a skills and knowledge assessment were completed pre-group, post-group and follow-up to evaluate outcome and consider the ability of LIFT to make reasonable adjustments to deliver effective services for people with intellectual disabilities.

Participants showed no significant reduction in anxiety levels but improvements in their skills and knowledge. An evaluation of the adjustments to make the group accessible for people with intellectual disabilities identified that some were feasible if offering the group on a long-term basis, and others were not. The viability of future groups is considered.

The paper looks at the viability of making reasonable adjustments to psychoeducational groups within Improving Access to Psychological Therapies services to better meet the needs of people with intellectual disabilities, an area of limited research. It raises dilemmas and considerations for the future development of such services.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

The use of violence risk assessment measures within intellectual disabilities (ID) services is now the norm and a growing target for research. The purpose of this paper is to examine the clinical utility of the historical and clinical factors of the HCR-20 in predicting violence.

The study took place within a national low secure service for adults with ID examining all completed admissions over a six-year period, (N=22). Clinical records covering the first three months of admission were examined along with historical reports and incident data recorded at three, six, nine and 12 months admission using the Modified Overt Aggression Scale (MOAS).

Significant positive relationship between Historical score and total number of incidents was established. Patients with challenging behaviour less likely to have a previous history of violence, and more likely to be older at first violent incident than patients without challenging behaviour. Incidents involving patients with autism were less severe and those with no additional psychiatric diagnosis were significantly more likely to have substance misuse problems than those with a diagnosis.

The study found the Historical section was predictive of violent incidents and whilst the study is too small to draw any firm conclusions, the significant positive relationship between the Historical Score and number of incidents for those without additional diagnosis needs to be investigated further as well as the potential positive clinical impact of using the HCR-20 in routine clinical practice.

The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school segregation.

The author, an Elementary Social Studies Methods Instructor, developed and modeled lessons of “doing race” in social studies as one of the ways to assist elementary pre-service teachers with critical racial knowledge and commitment to do race in their future classrooms. This paper focuses on one of the modeled lessons, which centered on the topic of school segregation.

Based on the analysis of class discussion and student work, the author documented the ways in which the modeled lesson engaged pre-service teachers in disrupting the dominant discourses and teaching practices on the topic of school segregation and developing the critical understandings needed to successfully teach about race and racism in elementary classrooms.

The paper details actions meant to demonstrate to elementary pre-service teachers the benefits of an elementary social studies topic viewed and taught through a critical race lens. In doing so, it calls attention to the possibilities and limitations of a single lesson that targets antiracist practices.

History-based trade books have an important and expanding role in various curricula. Contemporary education initiatives urge English and language arts educators to spend half their time on non-fiction and history and social studies teachers to include diverse sources starting in the early grades. Diverse professional organizations annually make financial commitments to promote new trade books. Research indicates misrepresentations abound in history-based trade books, yet few empirical studies have been completed. The purpose of this paper is to research examine the historical representation of Abraham Lincoln, arguably the most consequential nineteenth-century American.

Data samples included trade books intended for early grades and middle grades students. These grade ranges were selected because these students have the least prior knowledge and are perhaps most dependent on the text. Qualitative content analysis research methods were employed.

Misrepresentations emerged regarding Lincoln’s poverty, actions, motivations for actions, and implications of his actions as seemingly necessary historical content was minimized, vaguely included, or omitted. Findings are juxtaposed across and between selected grade ranges.

Discussion focused on the significance of findings for teachers and researchers. Teachers are guided to supplement trade books with primary sources to position students to distinguish historical misrepresentations.

This research builds on previous scholarship on Lincoln-based trade books by expanding grade range, data samples and research questions.

The purpose of this paper is to identify the themes that emerged from retail supply chain (RSC) literature during the coronavirus disease 2019 (COVID-19) pandemic that inform future mitigation and recovery strategies.

This study analyses contributions in the RSC literature using four databases: Emerald, Elsevier (Science Direct), Wiley and Taylor & Francis. The systematic review approach resulted in identifying 74 articles covering 2020 to 2022.

Four themes emerged from the RSC literature on COVID-19. The first theme highlighted the factors that exacerbated the effects of the COVID-19 pandemic on the RSC. The second theme focussed on the types of disruptions that occurred in the RSC during the pandemic. The third theme demonstrated the recovery strategies used to reduce the impact of COVID-19 on the RSC. The fourth theme identified proposed mitigation strategies for the RSC post-COVID-19 outbreak.

The study provides a deeper understanding of how RSC managers could successfully reduce the effects of the COVID-19 pandemic by dealing with interruptions. Based on the reviewed studies and the four themes that evolved from RSC literature on COVID-19 throughout 2020–2022, 11 key RSC strategies and lessons have been recommended to decision-makers in the retail industry.

This is the first study to identify the themes that emerged from RSC literature during the COVID-19 pandemic to inform future mitigation and recovery strategies. The resulting themes add to the existing body of knowledge and establish the need for further research into other sectors that might be affected by future pandemics.