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Community-generated digital content (CGDC) is one of the UK’s prime cultural assets. However, CGDC is currently “critically endangered” (Digital Preservation Coalition, 2021) due to technological and organisational barriers and has proven resistant to traditional methods of linking and integration. The challenge of integrating CGDC into larger archives has effectively silenced diverse community voices within our national collection. Our Heritage, Our Stories (OHOS), funded by the UK’s AHRC programme Towards a National Collection, responds to these urgent challenges by bringing together cutting-edge approaches from cultural heritage, humanities and computer science.

Existing solutions to CGDC integration, involving bespoke interventionist activities, are expensive, time-consuming and unsustainable at scale, while unsophisticated computational integration erases the meaning and purpose of both CGDC and its creators. Using innovative multidisciplinary methods, AI tools and a co-design process, previously unfindable and unlinkable CGDC will be made discoverable in our virtual national collection.

There currently exists a range of disconnected, fragile and under-represented community-generated heritage which is at increasing risk of loss. Therefore, OHOS will work to ensure the survival and preservation of these nationally important resources, for the future and for our shared national collection.

As we dissolve barriers to create meaningful new links across CGDC collections and develop new methods of engagement, OHOS will also make this content accessible to new and diverse audiences. This will facilitate a wealth of fresh research while also embedding new strategies for future management of CGDC into heritage practice and training and fostering newly enriching, robust connections between communities and archival institutions.

The purpose of this paper is to identify offender typologies based on aspects of the offenders’ psychopathology and their associations with crime scene behaviours using data derived from the National Confidential Enquiry into Suicide and Safety in Mental Health concerning homicides in England and Wales committed by offenders in contact with mental health services in the year preceding the offence (n=759).

The authors used multiple correspondence analysis to investigate the interrelationships between the variables and hierarchical agglomerative clustering to identify offender typologies. Variables describing: the offenders’ mental health histories; the offenders’ mental state at the time of offence; characteristics useful for police investigations; and patterns of crime scene behaviours were included.

Results showed differences in the offenders’ histories in relation to their crime scene behaviours. Further, analyses revealed three homicide typologies: externalising, psychosis and depression.

These typologies may assist the police during homicide investigations by: furthering their understanding of the crime or likely suspect; offering insights into crime patterns; provide advice as to what an offender’s offence behaviour might signify about his/her mental health background. Findings suggest information concerning offender psychopathology may be useful for offender profiling purposes in cases of homicide offenders with schizophrenia, depression and comorbid diagnosis of personality disorder and alcohol/drug dependence.

Empirical studies with an emphasis on offender profiling have almost exclusively focussed on the inference of offender demographic characteristics. This study provides a first step in the exploration of offender psychopathology and its integration to the multivariate analysis of offence information for the purposes of investigative profiling of homicide by identifying the dominant patterns of mental illness within homicidal behaviour.

Peer support (PS) has, over recent years, been implemented across a variety of NHS adult mental health settings. In November 2015, peer support workers (PSW) were introduced to an Early Intervention in Psychosis Service (EIS) in the Midlands. The purpose of this paper is to focus on organisational factors, asking how do PS impact on an early intervention in psychosis multi-disciplinary team (MDT).

Six EIS MDT members participated in an hour-long focus group. The data were analysed using thematic analysis, in line with a qualitative methodology (Braun and Clarke, 2006).

Two themes were generated, including “The values of PS” (consisting of three sub-themes: improving service engagement; personal qualities; and the peer relationship); and “The peer support role” (consisting of three sub-themes: living experience; boundaries; and alternative perspectives). Findings imply that PS in the current EIS related to: improved service engagement and greater understanding between service providers and users; which could be linked to better outcomes for service users (such as reduced duration of untreated psychosis (DUP)).

It has been suggested that PSWs facilitate an improved understanding between service providers and service users (Repper and Watson, 2012). However, research into organisational and team benefits of PS is lacking, with a need for more exploration (Repper, 2013). The current study begins to address the lack of literature regarding the organisational impact of PS, and even further regarding early intervention.

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

Despite increased attention to, and investment in, scaling up of disaster risk reduction (DRR), there has been little detailed discussion of scalability. The purpose of this paper is to respond to this critical gap by proposing a definition of scaling up for DRR, what effective scaling up entails, and how to measure and plan for scalability.

A literature review of debates, case studies and good practices in DRR and parallel sectors (i.e. education, health and the wider development field) unveiled and enabled the weighting of key concepts that inform scalability. The mixed methods research then developed, validated and employed a scalability assessment framework to examine 20 DRR and five non-DRR initiatives for which a minimum set of evidence was accessible.

Support from national, regional and/or local authorities strongly influenced the scalability of all initiatives assessed. Currently, insufficient to support effective scaling up, monitoring and evaluation were also found to be critical to both identify potential for and measure scalability.

The paper ends with a scalability assessment and planning tool to measure and monitor the scalability potential of DRR initiatives, highlighting areas for corrective action that can improve the quality and effectiveness of DRR interventions.

AT intervals the rules and regulations of libraries should be scrutinized. They are not in themselves sacrosanct as is the constitution of the Realm, but many exist which no longer have serviceable qualities. Nevertheless, so long as a rule remains in force it should be operative and its application be general and impartial amongst readers; otherwise, favouritism and other ills will be charged against the library that makes variations. This being so, it is imperative that now and then revision should take place. There is to‐day a great dislike of discipline, which leads to attacks on all rules, but a few rules are necessary in order that books may be made to give the fullest service, be preserved as far as that is compatible with real use, and that equality of opportunity shall be given to all readers. What is wanted is not “no rules at all,” but good ones so constructed that they adapt themselves to the needs of readers. Anachronisms such as: the rule that in lending libraries forbids the exchange of a book on the day it is borrowed; the illegal charge for vouchers; insistence that readers shall return books for renewal; the rigid limiting of the number of readers' tickets; or a procrustean period of loan for books irrespective of their character—here are some which have gone in many places and should go in all. Our point, however, is that rules should be altered by the authority, not that the application of rules should be altered by staffs. The latter is sometimes done, and trouble usually ensues.

The purpose of this paper is to examine service-users’ experiences of mentoring trainee clinical psychologists as part of an involvement initiative on a doctoral training course.

Seven service-users were paired with trainee clinical psychologists. Pairs met for one hour monthly over six months. Meetings were unstructured, lacked a formal agenda and were not evaluated academically. All seven mentors were interviewed. They were asked about positive and negative experiences, as well as about the support provided. Transcripts were subject to thematic analysis and themes were reviewed by mentors in a follow-up meeting.

Overall, the results demonstrate that service-users can be involved in training in a way that they find meaningful and contribute to their recovery. Seven themes were identified: giving hope and optimism; making a difference; personal and professional development; the process; practicalities/logistics; support (positives); and support (areas for improvement).

The importance of designing involvement initiatives in a way which implicitly supports service-user values was highlighted. Recommendations for designing effective support structures are given. The authors were also involved in the scheme which could have introduced bias.

The research exploring service-users’ experiences of involvement in training health professionals is limited. This was the first study to explore in depth service-users’ perspectives of involvement in a scheme such as the mentoring scheme. If initiatives are to seriously embrace the values of the service-user movement then seeking service-users’ perspectives is vital.

The purpose of this paper is to explore the relationship between information and coping from the experiences of young people coping with long term illness.

Situational analysis was used as a methodological approach. It has roots in the Chicago Symbolic Interactionism School. Cartographic approaches enabled the analysis, mapping the complexities emerging from the data.

As the young people became more informed about their health conditions, and gained knowledge and understanding both about their illnesses, their own bodies and boundaries, their confidence and capacity to cope increased. Gaining confidence, the young people often wanted to share their knowledge – becoming information providers themselves. From the data, five positions on an information-coping trajectory were identified: information deficiency; feeling ill-informed; needing an injection of information; having information health; and becoming an information donor.

The research was limited to an analysis of 30 narratives. The paper contributes to information theory by mapping clearly the relationship between information and coping.

The study establishes a relationship between levels of information and knowledge and the ability to cope with illness.

The information theories in this study have originality and multi-disciplinary value in the management of health and illness, and information studies.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The aim of this case study is to describe how a population needs assessment was undertaken for the London Borough of Merton's Social Services Department. It will demonstrate one possible approach to this seemingly enormous task. There are many possible ways of approaching such a project and the methodology chosen will be influenced not only by the resources and time available, but also by the values of those undertaking it. This case study will briefly set out the background and methodology to Merton's project and then describe some of the sources of information that were used. It will conclude with a brief discussion of the issues that this work raised for the local authority and how these are now being tackled.