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As fake news and other disinformation are spread primarily online and erode trust in experts and institutions, they challenge the role of librarians as information gatekeepers. Experts have advocated for libraries to educate the public to resist misinformation, yet libraries cannot assume sole responsibility for information literacy work. In this chapter, the authors explore several successful information literacy programs in Ukraine, whose fake news problems made global headlines in 2014, when the Russian annexation of Crimea was accompanied by a flood of crude but effective disinformation. The authors look particularly at the Learn to Discern programs established by the international non-profit organization IREX to foster information literacy using techniques grounded in interdisciplinary expertise and carefully evaluated through pilot studies and follow-up evaluations. These programs train instructors through workshops and provide them with materials. In the first program, aimed at the general public, many of the instructors were librarians, and library facilities were heavily used to deliver the public training. In the second program, information literacy was integrated into the public school curriculum and thousands of teachers were trained to deliver expertly designed materials for particular grade levels and subjects. The authors also consider the special challenges posed by the COVID-19 pandemic, both as a source for new forms of misinformation and as a disruptor of training previously delivered in tightly packed libraries and classrooms. These Ukrainian programs demonstrate the potential for fighting fake news and other misinformation on a scale far beyond what could be accomplished by individual libraries acting alone.

The book is a mighty instrument for communication, labor, struggle. It arms a person with life experiences and the toils of humanity. It expands his horizons and gives him knowledge to tame the forces of nature.N.K. Krupskaya, wife of V.I. Lenin

This chapter examines historical developments and current trends in Ukrainian library education, based on a review of the Ukrainian literature, a survey of Library and Information (LIS) curricula, and conversations with senior figures in Ukrainian LIS education. Ukraine became an independent state only in 1991 after the collapse of the Soviet Union. Prior to independence, Ukraine's LIS education was integrated within the Soviet system. After independence the system evolved slowly, but with the recent Orange Revolution, reform efforts have increased apace. Ukrainian LIS education remains more vocational than in the United States, with a two-year nondegree certificate as the most common training, and a four-year bachelor's degree offered by elite institutions. One emerging trend in LIS education there stresses the new opportunities for librarians and information professionals because of Internet technologies. Another trend is part of a more general shift, inspired by a new Ukrainian higher education law, stressing the country's independent culture and formalizing standards for different degrees. Although Ukrainian LIS leaders advocate adoption of open access mechanisms, customer friendly practices, and electronic resources, my own experiences as a library user suggest that Soviet-era habits continue to shape library practices. LIS education has now reached a turning point as reformers grapple with the limited resources, the power of inertia, and remnants of Soviet culture in their efforts to meet current challenges and prepare a new generation of information professionals.

This volume brings together a range of reflective essays and empirical analyses of the changing character of the library world in what is sometimes called, “post-Soviet space.” Specifically, individual contributions from Russia, Ukraine, Poland, Czech Republic, Hungary, Bulgaria, Romania, the New Republic of Kosovo, and the post-Soviet successor states of Eurasia all provide different perspectives on Library and Information Sciences within the former Soviet Union and “Eastern Bloc” in terms of national and cultural identity and diverse institutional contexts. Thus, the included chapters range in focus from broad transformations in National Libraries and national library systems to the more specific problems facing municipal and local public libraries and information institutions within decentralized and, in some cases, privatized post-Soviet environments.

Abstract This paper is a compilation of four contributions which endeavour to bring together the numerous strands of service user involvement that have been integral to the work, thinking and culture of the National Personality Disorder Development Programme.

The purpose of this paper is to present the Italian validation of the standards for communities for children and adolescents (SCIA) Questionnaire, an evaluation tool of communities quality standards, based on the “Service Standards for Therapeutic Communities for Children and Young People – 2nd edition” of the Community of Communities (2009), that enables an empirical, multidimensional and complex evaluation of the therapeutic community (TC) “system”. It is a self-report that sets out and measures variables that allow to get an overview of organisational models and the possible development areas to improve the effectiveness of the protection of child and adolescents in community treatment. The validation and a preliminary analysis to develop a short version of the SCIA are presented.

The questionnaire (composed, in the extended form, by 143 items) was administered to 101 community workers, 20 males (19.8 per cent) and 81 females (81.2 per cent) aged between 24 and 61 years (M=36.20, SD=8.4). The analysis of reliability (Cronbach’s α) and a series of exploratory factor analysis allowed to eliminate redundant or less significant items.

The short form of the self-report consists of 67 items, divided into seven subscales, which explore different areas of intervention in TCs. Despite the limitations due to the small sample size, the utility of this tool remains confirmed by its clinical use and the development of good operating practices.

The SCIA Questionnaire responds to the need to adopt empirical variables in the process of evaluation of the communities. The SCIA is also a useful tool for clinical evaluation, as it allows a detailed observation of residential community treatment with children and adolescents that allows to analyse and monitor the structural and organisational aspects and the quality of practices that guide the interventions.

The purpose of the paper is to investigate the following issues. Investors traditionally prioritised tangible outcomes (money, land, machinery) in order to protect their financial assets. However, the intangible economy (trust, human resources, information, reputation) that co‐exists draws attention to new expectations that request the continuous, active and within the public sphere involvement of investors in order to protect their assets by prioritising intangible resources.

In this paper the case of non‐profit‐business partnerships is employed in order to demonstrate how change can be achieved.

The paper finds that investors in intangible outcomes who aim to achieve change in corporations share the same limitations within the financial and non‐financial field.

The paper highlights investment in the intangible economy as a mechanism of co‐determining the priority of responsibilities in the context of corporate social responsibility. The role of investors is crucial in facilitating the shift from the tangible to the intangible economy.