Search results

Shibboleth will examine the state of MLS (master of library science) education in the United States of America from the point of view of a recent MLS graduate. It will break out three particular problems with the MLS and propose solutions based on reviews of the literature and original analysis.

The author conducts a brief review of the literature on librarian education and provides analysis based on these readings and original research.

The author finds the state of the MLS education to be wanting in its preparation of graduates who are expected to be leaders of change in the library and information science profession.

The debate over librarian education has been framed almost exclusively by LIS educators and the professional leadership. Shibboleth presents a new voice, that of the recent MLS graduate, into the dialogue. The MLS education has not yet been thoroughly examined from the point of view of its most recent recipients. The author seeks to fill this void and encourage more of her peers to engage their colleagues in shaping the future of the curriculum.

There is a need to evaluate an adapted Equipping Youth to help One Another (EQUIP) programme for people with intellectual disabilities and forensic needs. The purpose of this paper is to explore a service user’s experience of completing the intervention as part of their transition into the community.

A collaborative case report was used. Following hospital discharge and completion of the adapted EQUIP programme, one service user with mild intellectual disability was supported to share their treatment experiences using participatory action research.

Findings suggest that while the adapted community EQUIP group can support skills acquisition (e.g. problem-solving), discharge processes and community reintegration, professionals need to maintain a person-centred approach mindful of participants’ complex emotional journeys.

The design allows for tentative conclusions to be made about the service user’s journey and is not necessarily generalisable.

There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This report provides some evidence that EQUIP can be adapted to support this population.

This is the first coproduced publication exploring the experience of a service user with intellectual disability who completed an adapted EQUIP programme.

There is a pressing need to develop community forensic support for adults with intellectual disabilities and a high risk to others. Equipping youth to help one another (EQUIP) was developed for juvenile offenders in the USA and is used across Europe and North America. The purpose of this paper is to evaluate an adapted community model of EQUIP for men with intellectual disabilities and a history of sexual offending.

A case series design was used. The adapted EQUIP group ran for one session per week over ten months, with each participant accompanied by a support worker. Six men living in the community with intellectual disabilities and a history of sexual offending completed the programme.

Analysis of the results suggests that this adapted version of EQUIP produced similar results to the programme delivered in an inpatient setting. Participants’ reasoning and problem-solving abilities were improved post-intervention. Satisfaction levels from participant and their support workers were high. There was no evidence of recidivism during the ten months the group ran.

The case series design utilised only allows the conclusion that the changes above occurred at the same time as the group. Further research is needed to ascertain whether it is likely that the intervention resulted in the changes.

There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This study provides some evidence that EQUIP can be adapted to suit this population.

The availability of community interventions may, over time, decrease the need for detention in inpatient settings. This is in line with the transforming care agenda.

This is the first published research into use of EQUIP in the community with adult participants with intellectual disabilities.

Knowledge about learning disabilities has found to be limited in both health and social care staff. To improve the treatment of individuals with learning disabilities and mental health problems within the criminal justice system (CJS), Lord Bradley recommends that professionals receive mental health and learning disability awareness training. However, little is known about the impact of training on the knowledge of professionals in the CJS. This study aims to investigate the impact of a 3-h learning disability training session on the knowledge of probation officers.

Using a repeated measures design, the impact of a 3-h learning disability training session on the knowledge of 12 probation officers was analysed.

In support of this study’s hypothesis, a repeated measures t-test revealed a significant difference between participants pre-training and post-training learning disability knowledge questionnaire (LDKQ) scores. Participants scored significantly higher on the LDKQ post-training compared to pre-training. A linear regression revealed that years worked in probation did not significantly predict participant’s difference scores.

Limitations of this study and directions for future studies are discussed.

This paper demonstrates that learning disability training can significantly improve the knowledge of probation officers.

This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.

A library management system is a significant investment for libraries, but the procurement of a system is an infrequent activity with little opportunity for librarians to build on their experience. The procurement process is also difficult for potential system suppliers who must respond to specifications which are variable in content, format and quality. The HARMONISE project aimed to determine the feasibility of developing a model system specification which could be used to assist libraries in the procurement of library management systems. Specifications collected from libraries which had recently acquired a library management system were analysed. The results demonstrate that the functional requirements specified for each of the core modules had strong similarities both within and across library sectors. A survey of UK system suppliers was also undertaken to determine their views on the specification as a procurement tool. Suppliers expressed frustration with the tendency for specifications to be dominated by lists of functional requirements which were present in all library management systems on the market today. In conclusion, a model specification incorporating basic functions, which can be expected in all library management systems, should be developed.

Academic and popular literatures have addressed growing concerns about the ways we produce, harvest, distribute, and consume food; manage fisheries and inputs to agriculture; and deal with waste. Throughout the 20th century, a series of issue-specific frames emerged that explicitly addressed issues of social justice, the environment, and human health in the food system. During the mid-1990s that comprehensive master frames were established in attempts to bring disparate ideas and actions together into a more inclusive food movement. In this chapter, we explore the development of these collective action frames and turn to Canada as a case study to examine the key moments that have brought together diverse actors through collaborative networks to assert their place within a broader social movement. We argue that recognizing the increasing development of food networks and making these relationships visible opens new theoretical and practical possibilities for food system transformation.