Can't get to the library? Then we’ll come to you. A survey of library services to people in their own homes in the United Kingdom

Abstract Aims: To determine the current level of library service to people in their own homes in the United Kingdom and to compare it with results from previous surveys. It is many years since a similar survey has been undertaken or guidelines produced and it is hoped that this work will help fill the gap. Methods: A questionnaire was sent in January 2004 to all public library authorities in the UK, a total of 208; 72% (149) were returned in the timescale allowed. The questionnaire covered the criteria for eligibility to receive a home library service; service structure and delivery: who delivers the service (specialist librarians or specialist non‐professional staff, branch library staff or volunteers); training; range of material and services provided; reading aids; materials for reminiscence; information provision; transporting people to the library; services to people in residential homes, sheltered accommodation, nursing homes and day centres; reader development; lifelong learning; and publicity and promotion. The focus of the survey was on quality issues and good practice wherever possible. Results: The number of customers receiving a service to ‘housebound’ readers in the UK in 2001/2 was 123 407. In 1984 it was 43 807 people in England. This still bears little relation to the number of people who should be receiving the service. The majority used paid staff (88%). Volunteers supported 52% of the services, with most having links with staff. There were opportunities to improve and develop services under the Disability Discrimination Act 1995. The service was publicized and promoted by only 62% of the respondents. Of those that use paid staff and that answered this question, 73% provide disability equality training for staff. Only 21% provide disability equality training for volunteers. Only 36% are involved in reader development or lifelong learning and only 23% provide a newsletter in print, 11% on tape and 3% in Braille; 12% take laptops into people's homes. Conclusions: Many authorities were still providing a tokenistic service and were reluctant to publicize for fear of not coping with demand, which makes them vulnerable legally under the DDA. However, there were some excellent examples of good practice where the full range of services are provided to a high standard.     

How to foster student�Cstudent learning of science? The student, the teacher and the subject matter

In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez’s study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students’ experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general.     

‘Social Skills’: Following a Travelling Concept from American Academic Discourse to Contemporary Danish Welfare Institutions

The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills.     

Explicit Vocabulary Instruction in Kindergarten: Case Studies of Students With and Without Language Disorders

Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment.     

A ‘powerful,creative history’: the reticence of women architects to donate their professional records to archival repositories

The article reports the findings from research investigating the impact of international standards for records management. This is a significant issue for the recordkeeping community given the significant resourcing devoted to the development of international standards. Previous attempts to measure impact have met with little success, so this research approached the problem area from a new angle, namely the indirect influence of standards on practice via their use in education and training. Data was collected from a global survey of educators and trainers. Findings demonstrate that the standards are being used extensively at undergraduate and postgraduate level as well as in vocational training. However, a number of barriers to use are identified. The research provides a strong foundation for further investigation of impact and use of the international standards.     

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.     

Promoting Positive Social Development in Family Childcare Settings

The quality of experiences in childcare has significant, lasting impact on children&s social development. With the growing number of young children being served in family childcare settings, it is imperative that the care provides a quality environment that nurtures children&s social development. Empirically supported interventions that specifically target family childcare, however, are lacking. The development and evaluation of a video-based program aimed at training family childcare providers in setting up their childcare environment to promote social development in young children is described. Forty-two family childcare providers were randomly assigned to an intervention group and a wait-list control group. A majority of the participants felt they learned some to very much new, practical information and said they found the interactive discussions particularly helpful. This study illustrates the feasibility of doing training and evaluation research in family childcare settings.     

Early stages in building hybrid activity between school and work: the case of PénArt

This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements between a high school and a youth centre so that high school students engage in the production and selling of their branded t-shirt. At the frontiers of their respective activity system, students, youth workers, special education teachers and members of the school board took actions to cross boundaries and redefine their interrelations. Cultural historical activity theory was fruitful to document the development of a new object-oriented activity. Tensions and contradictions revelaled to be the key moments in the emergence of the hybrid activity. Expansive learning led us to understand that, in a conflicting situation, a collective’s agentive actions create an expansive form of learning and leads to a successful entrepreneurship experience. Change laboratory capacity to foster change for cooperative education in Quebec was successful. The students enrolled in a regional entrepreneurship contest and won it. That was a significant event for students with low self-esteem linked with their performance at school.