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It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity.

A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions.

Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness.

This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted.

This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.

The purpose of this paper is to explore the prospects and limitations of consumer acceptance towards food products that have been enriched with rapeseed protein in the form of fermented rapeseed presscake.

In total, 16 different food products with up to 18 per cent fermented rapeseed presscake were developed. Three types of vegetarian spreads and one type of bread were formulated, and consumer acceptance was assessed by sensory evaluation, questionnaires and in a focus group.

The fermentation of the rapeseed presscake by using the tempeh mould, Rhizopus oligosporus, had little if any effect on the bitterness of the presscake, and the bitter taste and aftertaste of the fermented presscake limited its use in food products. However, promising results were obtained when the breads and vegetarian spreads that were prepared with 5–6 per cent dried fermented rapeseed presscake were presented to sensory panels and to consumers, provided that the bitterness was masked, to some degree, by appropriate formulations and processes.

Responders consisted mainly of younger people open to sustainable, plant-based nutrition, and may not represent the general population. Nevertheless, the results have implications for further research on utilization of rapeseed proteins.

It is possible to use the fermented rapeseed presscake to enrich various foods with protein or to replace other proteins, e.g. from animals or soybeans, provided that the degree of degradation of undesired compounds can be better standardized.

This study provides useful information for how to increase the use of underutilized plant proteins for human nutrition.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.