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The paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.

A framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.

E‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.

The sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.

The review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.

This shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.

This paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

To demonstrate why leaving the ethnographic field provides an excellent opportunity for the researcher to engage in reflexivity on all aspects of the research and especially on issues of power, age and gender.

An autobiographical reflection on a 40 year career as an ethnographer.

The autobiographical literature and the methods literature on ethnography has neglected leaving the field, and the opportunities that process provides for reflectivity. The author reflects on issues of power, age and gender as they have been implicated in the various fieldsites studied in her career. The particular field site featured centrally is two martial arts, savate and capoeira.

To improve the quality of reflexive writing on leaving the field.

ALTHOUGH the active European and Asiatic land war has not begun so far as the bulk of the English are concerned and there are no visible signs of war's ending, advantage has been taken by many bodies to outline their after‐war proposals. Stale as we know that simple statement to be, we want to insist again that no one should be deflected for long from this reconstruction problem on the grounds that the decisive phases of war are still before us. Improbable as it seems, peace might “break out” at any time and might be catastrophic if food, clothing, homes and employment were not available on a scale at present scarcely dreamed. All the reports on reconstruction we have seen—of the Labour Party, N.A.L.G.O., the Educationists, as well as the more national ones, the Beveridge, the Uthwatt and those, so far as they exist, of the political parties, have common factors. The imperative of the moment is to relate these and to admit without party bias, the grounds of agreement so that some sort of work may begin. If this is not done—and who is to do it?—the whole of reform may be suffocated in a mass of indigestible verbiage. Libraries are vital, we say and believe, but in the general welter of words the many words of the excellent McColvin Report will not have fair consideration we fear. Our readers know that a strong committee of the Library Association has been giving assiduous study to the much shorter statement which is to embody library aspirations. We hope that it may not be long delayed, although we recognize that undue haste might lead to prolonged repentance.

My title comes from Blanche Geer's (1964) famous paper ‘First days in the field’. When she was about to do the preliminary fieldwork for the project that became Becker, Geer, and Hughes (1968) on liberal arts undergraduates, she reflected on her own student ‘self’. That young woman had a taste for ‘milkshakes and convertibles’ (p. 379), which to Geer as an adult woman seemed incomprehensible and foreign. Being British, my life has never included any enthusiasm for milkshakes or convertibles which do not figure in UK culture, but the phrase has always enchanted me, and I have always wanted to use it as a title. This autobiographical reflection is in two main parts. The first half is a reflexive examination of my current life and scholarly work. In some ways that will seem to be the self-portrait of a somewhat uni-dimensional workaholic with an uneasy relationship with the symbolic interactionist intellectual tradition. The second part of the piece is an account of my family history, childhood and adolescence spent with my eccentric mother, and the reader is invited to understand the choices made in adulthood as largely contrastive: designed to ensure my life was as unlike my mother's as possible. Just as Geer looked back to her college years and found her youthful self strange, I look back to my childhood and see a very different person.