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The purpose of this paper is to present the results of a national survey of information skills training (IST) practices in Irish higher education institutions, which was carried out during 2006‐2007 with the aim of documenting current practice and identifying areas in which change or innovation may be warranted. Despite an emerging picture of information literacy (IL) practice worldwide, a lack of published research has made it difficult to gain an accurate overview of IL activity in the Republic of Ireland. This paper aims to partly fill this gap.

An invitation to complete a 26‐item questionnaire was sent out to librarians in all publicly‐funded higher education institutions in the Irish Republic in November 2006. Out of 154 librarians, 77 responded, giving a response rate of 50 per cent.

Results showed that, while librarians spend a significant portion of their time engaged in IST activities and are enthusiastic about developing and promoting their programmes, IST continues to be delivered in primarily standalone format, using non‐integrated methods. Formal assessment of IS outcomes is not commonly carried out in Irish higher education institutions.

This paper represents the first national survey of IST practices in higher education in the Irish Republic, and serves as a baseline for international comparison and future longitudinal studies.

The purpose of this paper is to describe the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College.

A case study with literature review, course description and assessment.

The information literacy program described became compulsory for English majors despite all the common challenges cited in the library literature. It also determines that assessment is the most important factor in building successful information literacy programs.

The process by which the information literacy module became a graduation requirement for English majors demanded persistence and patience. Librarians should be prepared to spend several years imitating the model before similar results would emerge.

Librarians will be able to model information literacy programs for English/writing programs after Critical Approaches and Literary Methods Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process.

This case study examines how librarians can have an influence over college/university curricula by forming strategic partnerships and designing practical assessments.

Few reports exist in the library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.

The purpose of this paper is to show how the use of reflective research journals to assess students on a Stage One information literacy (IL) module can offer unparalleled insight into the complex information research processes and subjective learning experiences that lie behind the production of an academic essay.

Research journals created by 109 students over the course of a Stage One IL module were analysed qualitatively to reveal an iterative, problem‐strewn process, mostly culminating in deep satisfaction at the eventual production of an acceptable academic essay. Quotations from the journals are included to bring the students' experiences vividly to life.

Students' experiences of research are discussed under three key themes: Problems and Challenges; Enjoyment and Pride; and Learning Experience. Analysis showed that while problems were inevitable, students mostly considered the process to have been a useful and worthwhile learning experience.

Research journals offer an alternative mode of assessment which may be adopted by IL instructors wishing to focus on the students' subjective experience of “becoming information literate”. Traditional, quantitative forms of assessment do not offer the same insight into the actual process of doing research, instead focusing on what the students say they know, rather than demonstrate it performatively.

To date, few papers have reported the use of research journals to assess an IL programme, and it remains a novel assessment method in this context. This paper describes the advantages and pitfalls of using the method with Stage One students, and places its use within the general context of assessment practices for IL.

This paper aims to present the results of a qualitative study of the continuing professional development (CPD) activities of academic librarians in Ireland. The benefits of CPD, the methods and strategies of engagement, and the role played by professional organisations are examined, with particular emphasis on the attitudes of librarians towards CPD.

In total, 25 academic librarians were interviewed in depth from four universities in the greater Dublin region. A qualitative approach was chosen to allow the collection of data which was rich and informative.

Academic librarians engage in CPD in multiple ways, both formal and informal, but it falls primarily to the individual librarian to find, participate in, or even create such opportunities, which raises the question of personal motivation and drive. Support from employers and professional organisations is key. Barriers to participation in CPD include time, financial restraints and lack of encouragement from employers.

The authors are cognisant of the inherent limitations in using interviews as a data collection method, including the possibility of bias.

Academic librarians need to exploit innovative and accessible modes of CPD if they wish to navigate the changes occurring within the profession. Professional library organisations must also reinforce their support of their members in this endeavour. Incentives to participate should build on librarians' personal motivation and job satisfaction, likelihood of career progression, and deepening working relationships with non-LIS colleagues.

To date there has been no comprehensive Irish study which has addressed the question of how academic librarians engage with the professional body of knowledge through pursuing professional development activities. This research seeks to present an Irish perspective, but also explores issues which are globally applicable within the profession.

Academic libraries have sought to become the leaders in the provision of information literacy (IL). The purpose of this paper is to identify to what extent IL is being promoted through institutional websites.

Data were collected from all UK university websites (n=133) in early 2015 to identify the promotion of IL. Content analysis was used for the five categories: IL in the mission statement, visions or strategic plan; IL model or framework; IL policy; IL assessment; and, IL training. Data collection was limited to information in the public domain which could be accessed from individual websites, which were searched and browsed systematically.

In total, 85.7 per cent of universities promote IL to some extent on their websites in at least one of the five categories, however the degree of the information provided varied extensively. Less than 6 per cent of universities promote IL at institutional level. Only 17.3 per cent refer to a model or framework, 15.8 per cent show their IL policy and 9 per cent provide information on their assessment of students’ IL skills. Information on IL training is offered on 84.2 per cent of websites, the most common method being online tutorials, although 52.6 per cent only offer training for one or two aspects of IL, primarily information seeking and citing and referencing.

This paper provides up-to-date data concerning how universities in the UK promote IL in the public domain via their websites. It should be of interest to academic librarians who are responsible for IL provision.

This paper explores the perceptions of prisoners to the barriers and opportunities for managing long term conditions in a prison setting. A qualitative study using semi‐structured interviews was conducted with prisoners from two local prisons in England. All the prisoners involved in the study had a long term condition and were attending an Expert Patients Programme (EPP) course, a lay‐led self care programme. A number of themes emerge from the data in relation to the impact prison has had on lifestyle and control of long term conditions. The structured prison regime allowed some to regain control over previously chaotic lifestyles but the lack of access to a healthy diet and exercise facilities as well as lack of opportunities to practice new health behaviours learnt whilst in prison, prevented a healthier lifestyle being adopted. Another main theme was in relation to the ability of prisoners to negotiate access to health care services and professionals. The study found a number of pre‐existing factors which would need to be addressed if prisoners were to become fully engaged in future health initiatives, such as EPP.

In an April 2018 webinar, the Freedom to Read Foundation asked the question: Do information consumers have the right to be misinformed? Fake news is nuanced, prolific, sometimes malicious, often automated, and has the added complications of emotion, privacy, and ethics. And unfortunately, fake news and its foundational components of misinformation and disinformation (mis/dis), aren’t quickly fixed by learning a few information literacy strategies or media literacy concepts. People are inclined to believe what they want to believe despite training, awareness of critical thinking, and acknowledgement of widely held “objective facts.” Are they less intelligent or information poor because they choose to exist in their own information worlds and privilege their own confirmation biases?

Individuals have the right to seek, avoid, and use information for themselves as they see fit, regardless of whether or not others deem their information deficient, insufficient, or even false. However, this is a very black and white perspective on a much more complex and nuanced moral issue. Even if it is to their detriment, people ultimately do have the right to be misinformed, choosing the information they will and won’t accept. But information professionals should still be compelled to instruct patrons on the importance of seeking, finding, and using quality information and sources.

This study aims to contribute to the literature on board gender diversity by soliciting university students' views on several perceptions raised by academics concerning the suitability of women to serve on corporate boards. In particular, if the opinions of male students differ from those of female students, this showing any gender bias.

The study is part of a much more comprehensive investigation into board gender diversity. It adopts a questionnaire approach, with this paper focussing on twelve research statements. Two hundred and ninety-six university students completed the questionnaires at a public university in the Czech Republic during March–April 2023. A pilot questionnaire was conducted in February 2023, resulting in minor changes being made. The data is analysed using SPSS and MedCalc® statistical software.

Whilst, in some respects, it supports the literature in relation to the observations highlighted in the research statements concerning female traits/characteristics, there is unmistakable evidence of gender bias in the respondents' opinions regarding the qualities women can bring to corporate boards. Overall, this research shows a negative bias by male respondents towards the positive attributes females can bring to the boardroom. This bias may influence the selection of female directors in the future. This research suggests that the apparent discrimination against women is not just because they are female but from a perceived mismatch between inferred female characteristics and male stereotype leadership requirements. There is, however, no gender bias with respect to students' leadership aspirations.

The findings of this research should help with policy-making decisions concerning the selection of future corporate board directors and help break down any negative gender selection bias. The paper adds to the discussion and debate about ethical issues related to business and broader society concerning gender diversity in senior management roles. It also adds to the political debate on the issue of legislative gender initiatives.

The research respondents' perceptions may well influence the decision-making process for the selection of future corporate directors. Whilst these current perceptions may, and invariably will, change over time, it is important to identify them at an early stage in the respondents' careers. This research gives a better understanding of the perceived qualities that women bring to corporate boards from an inexperienced perspective.