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This article provides information about the Public Libraries Mobilising Advanced Networks (PULMAN) project, funded under the European Commission Information Society Technologies programme. As the project is carried out in the framework of the e‐Europe action plan, the e‐Europe strategy is outlined. Background information is included about the history of the project and about the PULMAN network. The main results to date include the PULMAN guidelines, which are being reviewed throughout the remaining period of the project, the gateway to distance learning courses for the library, museum and archives sector, and training workshops. The role of EBLIDA as an important partner in the PULMAN project is discussed. This article concludes that public libraries play a crucial role in ensuring a literate information society. The outcome of the PULMAN project and the resulting policy actions contribute to public libraries achieving their full potential in the information society.

Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career

The purpose of this paper is to report on video making in two different contexts within the Community Arts Zone research project, an international research project concerned with the connections between arts, literacy and the community.

At one project site, researchers and parents from the community filmed their children making dens with an artist. At another site, a professional film crew filmed young people engaged in arts practice in school settings.

In both cases, researchers, artists and community participants collaborated to do research and make video. This paper discusses the ways that this work was differently positioned at the two sites. These different positionings had implications for the meaning ascribed to video making from the point of view of the participants, researchers and artists involved.

By drawing on perspectives of researchers and artists, the paper explores implications for video making processes within ethnographic research. These include a need for awareness of the diversity and fragmentation of the fields of both visual research and visual arts practice. In addition, the relationship between research and the visual is unfolding in a context in which the digital is increasingly ubiquitous in everyday life. Therefore the authors argue for the need for researchers and artists to explore their epistemological assumptions with regards to video and film, and to consider the role of the digital in the lives of their participants. The coming together of these positions and experiences is what constructs the meaning of the digital and visual in the field.

This paper aims to contribute to the understanding of the three‐dimensional model of organizational commitment proposed by Meyer and Allen (e.g., 1991). It focuses on whether continuance commitment should be considered one‐dimensional or bidimensional (low alternatives; high sacrifices). Whether affective commitment should be divided into two components (affective commitment; future in common) or if it should remain as a one‐dimensional construct is also discussed. The paper also considers a “new” factor identified by Rego (2003), which he named “psychological absence”, but which we denominated here as accommodating commitment. Besides the confirmatory factor analysis, the paper shows how four dimensions of organizational justice (distributive, procedural, interpersonal, and informational) explain organizational commitment. The sample comprises 366 individuals from 22 organizations operating in Portugal. The predictive value of the justice perceptions for both instrumental commitment components is quite weak, despite ranging from 25 per cent to 36 per cent for the other components. Procedural and interpersonal justice are the main predictors. The accommodating dimension improves the fit indices of the factorial model, but its meaning is not clear. It is also not clear whether one should consider it as a new component of commitment or whether its items should be removed from the measuring instruments. The findings suggest that some gains can be achieved in the partition of the affective and instrumental commitment, but further research is necessary to clarify the issue.

The purpose of this paper is to make visible the connections libraries have to carceral systems and how library workers replicate carceral behavior through care.

This paper uses interdisciplinary research methods in the fields of library science, criminology, feminist studies, Black studies and abolition to examine the role of libraries as locations of carceral care.

Libraries, through their history and funding as well as their roles within society as educators and social service providers, have the components necessary to act out carceral care; libraries by extension can and do participate in forms of carceral care.

There has been much work on carceral care in the fields of social work and education, but to date, there has been little to no scholarship on how libraries work within the landscape of carceral care. This article builds upon the work of others to help understand how it applies to libraries.