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The purpose of this paper is to identify and map out consumer emotions and their triggers and coping strategies practiced when the consumer has a dissatisfactory footwear product experience.

A content analysis approach was employed to determine various types of consumer emotions and coping strategies and organize them into content categories in a systematic fashion. In-depth interviews were conducted with 13 female consumers.

The researchers propose a typology of emotional triggers in the pre- and post-purchase stages which describe consumers’ dissatisfactory purchase experiences with footwear products. Three negative emotional triggers in the pre-purchase stage were identified, including the act of shoe shopping itself, poor availability of products, and unfair return on investment. Negative emotional triggers that caused consumers’ stresses in the post-purchase stage included uncertainty in outcome and unmet expectation. Problem- and emotion-focussed coping strategies were also identified.

This study used snowball sampling for locating a hidden consumer population that was dissatisfied with footwear products. Although the number of interviewees was appropriate for a qualitative study, the size limits generalization of study findings.

Implications of this study for the footwear industry are to provide better products for the consumer to reduce her emotional stress and increase satisfaction. The industry may consider restructuring size assortments, evaluating users’ experiences, improving product quality, performance, and service, and providing customization.

Literature is lacking on the ways in which consumers manage stressful emotional experiences of footwear purchase-related situations. This research is the first to identify valuable information on the mechanism of female consumers’ negotiation process of pre- and post-purchase footwear experiences. It is of value to researchers, designers, manufacturers, and retailers.

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.

Before running workshops on electronic library developments in the Czech Republic and Slovenia in 1996 and 1997, visits were made to several libraries in order to become aware of current developments. In the Czech Republic the ALEPH system is being used by the National Library whilst the TINlib system is used in many other libraries including those visited at the Parliament and at the University of Economics in Prague. A Czech system was being implemented at the state research library at Kladno that was also visited. In contrast, a centralised system, COBISS, was used in all the libraries visited in Slovenia; these included the National and University Library, Maribor Public Library, Maribor University Library and the Central Technological Library. The Internet is widely used in libraries in both countries. The paper provides descriptions of the libraries visited and their use of electronic library systems, along with brief details of material covered in the workshops.

It is important that all those involved with education and training for online searching are aware of the teaching aids which have been produced and are used. This paper aims to provide some of this information by describing primarily aids which have been developed and are used within the UK schools of librarianship and information science; however aids which are used by other organisations in various parts of the world have also been included.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts.

The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources.

Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising.

This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached.

The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.