Eleanor Swain, Sara Boulter and Nicola Piek
This article outlines conventional dual diagnosis outcome measures and the challenges of using these measures to evaluate interventions in medium secure units. It suggests how…
Abstract
This article outlines conventional dual diagnosis outcome measures and the challenges of using these measures to evaluate interventions in medium secure units. It suggests how these challenges can be overcome by using alternative outcome measures such as measures of motivation, stages of change, beliefs, knowledge, group satisfaction, therapeutic alliance or coping strategies.
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– The purpose of this paper is to explore the concept of adding value and in particular to suggest ways in which libraries can add even more value than they do so now.
Abstract
Purpose
The purpose of this paper is to explore the concept of adding value and in particular to suggest ways in which libraries can add even more value than they do so now.
Design/methodology/approach
With this primarily a literature review combined with some examples of ways in which some libraries are adding value in new and interesting ways. This paper seeks to extend the work of Robert Taylor who developed a Value-Added Model.
Findings
Libraries must find new ways to add value to their collections and services as competitors continue to introduce convenient services that are drawing people away from libraries. The ways in which a library might add new value have been grouped into five broad categories: community, content, context, collaboration, or co-creation and connection. Each category is discussed in some detail and examples are provided to illustrate possibilities.
Originality/value
Exploring ways in which libraries can add value in the life of their customers must become a topic of conversation for librarians everywhere. The mandate to change is ever present and libraries need to introduce new and innovative services that add real value.
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Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).
Susan C. Cooper and Susan E. Hillyard
The winter 1987 issue of Reference Services Review featured a bibliography of AIDS‐related materials prepared by Edmund SantaVicca, former head of Collection Management Services…
Abstract
The winter 1987 issue of Reference Services Review featured a bibliography of AIDS‐related materials prepared by Edmund SantaVicca, former head of Collection Management Services at Cleveland State University.
Tracey S. Hodges, Katherine Landau Wright, Julianne M. Coleman, Holly Hilboldt Swain, Claire Schweiker and Behzad Mansouri
Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to…
Abstract
Purpose
Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states.
Design/methodology/approach
In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015.
Findings
The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists.
Originality/value
Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.
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The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school…
Abstract
Purpose
The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school segregation.
Design/methodology/approach
The author, an Elementary Social Studies Methods Instructor, developed and modeled lessons of “doing race” in social studies as one of the ways to assist elementary pre-service teachers with critical racial knowledge and commitment to do race in their future classrooms. This paper focuses on one of the modeled lessons, which centered on the topic of school segregation.
Findings
Based on the analysis of class discussion and student work, the author documented the ways in which the modeled lesson engaged pre-service teachers in disrupting the dominant discourses and teaching practices on the topic of school segregation and developing the critical understandings needed to successfully teach about race and racism in elementary classrooms.
Originality/value
The paper details actions meant to demonstrate to elementary pre-service teachers the benefits of an elementary social studies topic viewed and taught through a critical race lens. In doing so, it calls attention to the possibilities and limitations of a single lesson that targets antiracist practices.
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Through adoption of the psycho-emotional model of disability, this study aims to offer consumer research insight into how the marketplace internally oppresses and…
Abstract
Purpose
Through adoption of the psycho-emotional model of disability, this study aims to offer consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment.
Design/methodology/approach
This paper draws insight from the interview data of a wider two-year interpretive research study investigating access barriers to marketplaces for consumers living with impairment.
Findings
The overarching contribution offers to consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment. Further contributions offered by this paper: unearth the emotion of fear to be central to manifestations of psycho-emotional disability; reveal a broader understanding of the marketplace practices, and core perpetrators, that psycho-emotionally disable consumers living with impairment; and uncover psycho-emotional disability to extend beyond the context of impairment.
Research limitations/implications
This study adopts a UK-only perspective. However, findings uncovered that the model of psycho-emotional disability has wider theoretical value to marketing and consumer research beyond the context of impairment.
Practical implications
The insight offered into the precise marketplace practices that disable consumers living with impairment leads this paper to call for a revising of disability training within marketplace and service contexts.
Originality/value
Extending current consumer research and consumer vulnerability research on disability, the empirical adoption of the psycho-emotional model of disability is a fruitful framework for extrapolating insight into marketplace practices that internally oppress and psycho-emotionally disable consumers living with impairment.