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Climate change is a global issue with far-reaching environmental, social and economic consequences. As more people become aware of these consequences, pressure is mounting on governments and businesses to implement ambitious and required climate mitigation and adaptation plans to reduce and finally stop making the climate crisis worse. One of these strategies is just transition, which is defined as the call for climate transformation that prioritises the social and environmental needs of workers and vulnerable groups, especially in the context of transitioning away from fossil fuels, while leaving no one behind. This chapter first provides an overview of just transition through a review of the literature and bibliometric analysis. Then, it discusses just transition in policymaking, comprising reactive, proactive and transformational just transition approaches. This is followed by a discussion on barriers to just transition. Finally, the chapter offers a practical example of transformational just transition approach by reporting some preliminary findings from a case study in the coal mining town of Collie on Wilman Boodja, Western Australia.

As I make my last contribution as editor of Advances in Librarianship, I would like to say a few words about my twelve years’ experience with this annual. My tenure has greatly enriched my life both professionally and personally. My first association with Advances goes back to 1980 when I was asked to submit an article on library materials budgeting for volume 10. Later, in 1992 I joined Advances as a member of its editorial advisory board. At that time, Irene Godden (Colorado State) edited the volume. I owe her a great debt for her counseling and guidance. After Godden resigned in 1998, I took over as co-editor of Advances and from 2001 (volume 25) I have been its sole editor. Through all these years, I truly enjoyed working with my colleagues on the editorial board and with the many prominent librarians whose papers appeared in Advances. I am especially grateful to Nancy Allen (University of Denver), G. Edward Evans (Loyola Marymount University, Los Angeles), and Mary Jean Pavelsek (NYU), longtime editorial board members, who constantly provided encouragement and support. As editor I worked closely with the publishing staff, first at Academic and later Elsevier. I would like to single out both Marvin Yelles (Academic) and Christopher Pringle (Elsevier) and their assistants, Naomi Henning and Julie Neden, for their excellent work in turning manuscripts into the fine finished books that the reader sees.

Childhood studies is an attractive field for research but presents a number of challenges because it is multi‐disciplinary and eclectic. It offers many opportunities to make connections between mainstream historical, literary, cultural, sociological, educational, and bibliographical studies. As such, it can benefit from novelty and suffer from scholarly credibility over agenda and methodology. At its best, it sheds light on the cultural crosscurrents and assumptions of its time, and helps library professionals better understand their work with children.

“FORMAL classes on how to use a library would be an insult to the intelligence of the student.” This was an extreme reply mentioned in the Report of the Committee on Libraries, with reference to a questionnaire to academic staff about instruction in library use. This view of the teaching activities of librarians with students must be familiar to all librarians whether they are concerned with formal teaching activities or not. Nevertheless it is suggested that, in the current climate of change in the nature of sixth form studies, and the need for bibliographic training as part of a general education leading to informed library users in the academic and professional world, there is now a strong case for an examined course of study at “A” level G.C.E. incorporating the principles of bibliographical knowledge for users.