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Due to the abundance of blog sites, which run a gamut of topics, from personal diaries to hobbies to legal matters and so on, it is desirable to know their relevance to librarianship.

Surveys a number of library blogs and examines the content of each with the goal of determining their value and usefulness to librarianship.

Ranging from the light‐hearted to the more serious, library blogs permit a free exchange of ideas on both general and narrowly defined library topics. Posting on blogs fosters a timely exchange of information that traditional publications cannot offer.

Blogs redefine how information is shared, accessed, and published and adds a new dimension to how librarians seek and provide information to users.

This paper aims to examine the extent to which students’ experiences and perceptions of their literature classroom align with their teacher’s instructional goals for literary inquiry and what teachers can learn from gaining access to students’ perspectives on their classroom experiences.

Thematic analyses were used to examine the data sources: mid-year and end-of-year interviews with six students, audio recordings of the teacher’s rationale for her instructional designs and a reflective discussion with the teacher upon reading the student interviews three years later.

Much of what the teacher intended students to get out of her instruction was what they expressed learning and experiencing in the class, yet some understood the purpose of the class to be far from her intentions. All the interviewed students had deeply personal and varied ways of relating what they learned in class to the world and their own lives. The teacher’s reflection on the interviews highlighted the importance of making space for multiple meanings and perspectives on literary works.

This paper speaks to the importance of surfacing students’ individual and varied ways of making sense of literary texts as part of instruction that values students’ thinking as well as the epistemic commitments of literary reading.

This paper explores the unique blend of social, emotional and practical issues faced by family members of people with Huntington's disease (HD), highlighting how social workers can provide support. It is based on doctoral research into the experiences of carers of people with Huntington's disease. This was a qualitative study of 31 participants in single semi‐structured interviews, using a grounded theory methodology.After a brief introduction to Huntington's disease, the focus shifts to how Huntington's disease impacts on family members from pre‐diagnosis to death. The discussion then considers how practitioners could assist at various stages in this process. As well as providing practitioners with an insight into carers' experiences, the paper highlights how social workers can ameliorate some of the impacts on their relationships. The paper concludes that services' preoccupation with the practical and emotional burden of caring neglects the social relationships that form the context in which illness and disease are experienced and meanings are generated. The sense that is made from a situation has a significant impact on the degree to which people feel able to continue to care.