This book reports on a novel and comprehensive approach to the uptake of ICT in Schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms. Teachers, head teachers, and policy makers may benefit from reading how novel learning scenarios can be elaborated, adapted to a local context, and implemented in the classroom; how new technologies can support this process for teachers and their national/regional communities; how teachers and other stakeholders can be educated in such a re-engineering process; how the approach can be scaled up through MOOCs, ambassador schemes, and train-the-trainer programs; how future classroom labs can inspire teachers, head teachers, and policy makers; how teachers and, above all, learners can become more engaged in learning through the adoption of the iTEC approach. Readers with a more technical focus may also be interested in the discussion of recommender systems, the flexible provision of resources and services, the deployment of the cloud in schools, and systems for composing technological support for lesson plans.

Libraries have enormous potential to support people with dementia and their carers, and demand for dementia-friendly library services is only likely to increase in the future as the numbers of people affected by dementia rise and there is greater emphasis on community-based care. Taking action to create a dementia-friendly library can initially feel like a massive undertaking, but small changes can make a big difference. Supporting People to Live Well with Dementia describes how to effectively develop, promote and evaluate services for people with dementia. It provides readers with an understanding of the different ways in which library customers may be affected by dementia, and an appreciation of some of the ways they can continue to contribute positively to their communities. It then suggests ways in which libraries can better support people with dementia and their carers through approaches to customer service, design, resources, reading interventions, online provision and a range of other activities that promote more positive and inclusive attitudes towards people living with dementia amongst library staff, customers and communities more widely.

This book reports on a novel and comprehensive approach to the uptake of ICT in Schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms. Teachers, head teachers, and policy makers may benefit from reading how novel learning scenarios can be elaborated, adapted to a local context, and implemented in the classroom; how new technologies can support this process for teachers and their national/regional communities; how teachers and other stakeholders can be educated in such a re-engineering process; how the approach can be scaled up through MOOCs, ambassador schemes, and train-the-trainer programs; how future classroom labs can inspire teachers, head teachers, and policy makers; how teachers and, above all, learners can become more engaged in learning through the adoption of the iTEC approach. Readers with a more technical focus may also be interested in the discussion of recommender systems, the flexible provision of resources and services, the deployment of the cloud in schools, and systems for composing technological support for lesson plans.

The basic premise of bibliotherapy is that information, guidance, wellbeing and solace can be found through reading. This book draws on the latest international practical and theoretical developments in bibliotherapy to explore how librarians, healthcare providers and arts organizations can best support the health and wellbeing of their communities. There is no standard approach to bibliotherapy. This book considers how different theories apply to different types of bibliotherapy, using case studies to illustrate how particular approaches can be used across a broad range of settings and with a variety of user groups. By focusing on the theoretical basis and history of bibliotherapy, as well as current practice, it helps to identify areas in which bibliotherapy could grow as a field of study and of practice. Bibliotherapy programmes using books to support good mental health are found around the world. The editors and their contributors present examples from public libraries, academic libraries and healthcare settings internationally – including the UK, North and South America, and Australasia. Collaboration and diversity are key themes: engaging in bibliotherapy offers librarians key opportunities to collaborate with partners outside the profession, while engaging with more diverse audiences. The book will be of interest not only to researchers and theorists, but equally to those managing bibliotherapy programmes in health, public and academic libraries. It will also be very useful for healthcare providers and those with an interest in wellbeing more generally.

Forbidden Fruit: The Censorship of Literature and Information for Young People was a two day conference held in Southport, UK in June 2008. This collection of papers from the conference will be of interest to teachers, school and public librarians, publishers, and other professionals involved in the provision of literature and information resources for young people, as well as to researchers and students. The proceedings draw together some of the latest research in this area from a number of fields, including librarianship, education, literature, and linguistics. The topics covered include translations and adaptations, pre-censorship by authors, publishers and editors, LGBT (lesbian, gay, bi-sexual and trans) materials, and the views of young people themselves. The papers included in the proceedings deal with a wide range of issues. Research student Lucy Pearson takes a historical perspective, considering the differences in the way in which two titles, Young Mother in the 1960s and Forever in the 1970s, handle the theme of teenage sexuality. John Harer from the United States and Elizabeth Chapman and Caroline Wright from the UK also deal with the controversial issue of teenage sexuality. Both papers are concerned with the censorship of LGBT (lesbian, gay, bi-sexual, and trans) materials for young people, especially referring to issues faced by librarians in dealing with such resources in their respective countries. Another writer to examine the issue from a librarianship perspective is Wendy Stephens, who reports on her action research into students reactions to book banning and censorship in the context of a twelfth-grade English literature research project. Taking one step back fromthe question of access to controversial materials, Cherie Givens reports on her doctoral research examining the often neglected issue of pre-censorship-- that is, restrictions which take place, usually as a result of pressure from editors and publishers, before materials reach the library shelves. Showing a different side of the publishing industry, Christopher Gruppetta writes from the perspective of a publisher keen to promote young adult fiction in Malta. His article demonstrates the huge strides which can take place in a relatively short period of time, even in a religiously conservative country. Talks by young adult authors were also included in the conference programme. Ioanna Kaliakatsou considers how self-censorship is exercised by authors and how attitudes have changed since the early twentieth century. Yet another point at which works might be censored is when they are translated or adapted. Evangelia Moula focuses on censorship in adaptations of classic Greek tragedies, while Helen T. Frank examines Australian childrens fiction translated into French to highlight the process of purification or sanitization that can occur during translations.

This edited collection explores critical literacy theory and provides practical guidance to how it can be taught and applied in libraries. Critical literacy asks fundamental questions about our understanding of knowledge. Unlike more conventional approaches to literacy and resource evaluation, with critical literacy there is no single 'correct' way to read and respond to a text or resource. A commitment to equity and social justice sets critical literacy apart from many other types of literacy and links it to wider societal debates, such as internationalization, community cohesion and responses to disability. The book provides a foundation of critical literacy theory, as applied to libraries; combines theory and practice to explore critical literacy in relation to different user groups, and offers practical ways to introduce critical literacy approaches in libraries. Contributed to by international experts from across library sectors, the book covers topics including: radical information literacy as an approach to critical literacy education critical literacy and mature students physical and digital disability access in libraries teaching critical literacy skills in a multicultural, multilingual school community teaching media literacy developing critical literacy skills in an online environment new media and critical literacy. Critical Literacy for Information Professionals also contains a series of practically-focussed case studies that describe tools or approaches that librarians have used to engage users in critical literacy. Drawing on examples from across library sectors including schools, public libraries, universities, workplaces and healthcare, these illustrate how critical literacy can be applied across a variety of library settings, including online and new media environments. Accessible to those with little knowledge of critical literacy, while also introducing debates and ideas to those with more experience of the field, this book will be essential reading for librarians, information professionals and managers in all sectors, students of library and information science, school and higher education teachers and researchers.

The basic premise of bibliotherapy is that information, guidance, wellbeing and solace can be found through reading. This book draws on the latest international practical and theoretical developments in bibliotherapy to explore how librarians, healthcare providers and arts organizations can best support the health and wellbeing of their communities. There is no standard approach to bibliotherapy. This book considers how different theories apply to different types of bibliotherapy, using case studies to illustrate how particular approaches can be used across a broad range of settings and with a variety of user groups. By focusing on the theoretical basis and history of bibliotherapy, as well as current practice, it helps to identify areas in which bibliotherapy could grow as a field of study and of practice. Bibliotherapy programmes using books to support good mental health are found around the world. The editors and their contributors present examples from public libraries, academic libraries and healthcare settings internationally – including the UK, North and South America, and Australasia. Collaboration and diversity are key themes: engaging in bibliotherapy offers librarians key opportunities to collaborate with partners outside the profession, while engaging with more diverse audiences. The book will be of interest not only to researchers and theorists, but equally to those managing bibliotherapy programmes in health, public and academic libraries. It will also be very useful for healthcare providers and those with an interest in wellbeing more generally.