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The purpose of this paper is to explore the behavioural determinants of work-related benefits claimants’ training behaviours and to suggest ways to improve claimants’ compliance with training referrals.

Qualitative interviews were conducted with 20 Jobcentre Plus staff and training providers, and 60 claimants. Claimants were sampled based on whether or not they had been mandated to training and whether or not they subsequently participated. Along with general findings, differences between these groups are highlighted.

Claimants’ behaviours are affected by their capabilities, opportunities, and motivations in interrelated ways. Training programmes should appreciate this to better ensure claimants’ completion of training programmes.

Whilst past papers have largely examined a limited number of factors that affect claimants’ training behaviours, this report offers a synchronised evaluation of all the behavioural factors that affect claimants’ training behaviours.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

IN the Coventry tragedy, the central (Gulson) library was destroyed. Although not a library of the largest size, it was a considerable one, built up with the greatest skill, foresight and devotion by at least four of the best librarians of modern times, backed by a good committee for a generation. Three of these librarians have since commanded the largest municipal libraries of Great Britain.

AT this time of the year librarians take their holidays. They will need the break this year as much as in any year since the end of the war. There are many problems to be faced in the autumn and winter, among them the continuous rising prices of everything, and the diversion of public funds to rearmament, which must have some repercussions upon the library service. Whether it is yet a fact that the pound is worth little more than five shillings in real money, we are not prepared to say, but it is certain that every cost has increased, and is continuing to increase. Especially is this so in connection with book production and bookselling; even, as our correspondent on another page suggests, in some cases the royalties of authors are in jeopardy. How far this will go it is impossible to say. At the same time the rates everywhere promise to increase still further, and in spite of the advances, it is unlikely that libraries will be exempt from the stringencies of the time. Such predictions have, however, been frequently contradicted by our past experience. Some of the real advances libraries have made have seemed to be the direct result of bad times. This is hardly a holiday meditation, but we think our readers will need all the physical and mental refreshment they can get before they face the possibilities that may follow.

The paper aims to report on the experiences moderating an interdisciplinary graduate-level sustainability seminar. Initiated in Fall 2002, the seminar has explored diverse sustainability topics and reached approximately 150 faculty and students. The paper describes how the course shaped participants' perceptions of sustainability and influenced their viewpoints on interdisciplinarity. The paper discusses the implications of this seminar format for communicating about sustainability and provides suggestions for replicating the course at other institutions.

Information about the course is complemented by analyses of the results of 15 in-depth interviews of students and faculty who have participated in the course.

The course facilitated positive outcomes for students and faculty by expanding their familiarity with interdisciplinary perspectives on sustainability and environmental issues, increasing respect for other disciplinary perspectives, learning the basic vocabulary of disciplines outside their area of expertise, and strengthening collaborations between faculty. The course can be strengthened with more involvement from colleagues from the humanities and social sciences, and with attention to equal participation from all involved.

The experience is unique in that it represents a nearly decade-long initiative to teaching about sustainability and biocomplexity from an interdisciplinary perspective. The innovative format, content, and pedagogical approach used for this course can be easily implemented in other disciplines. The learning community has facilitated other teaching and research endeavors. This model of sustainability education can advance understanding of complex environmental issues at a time when both interdisciplinarity and sustainability are becoming more common in higher education.