Search

Autistic individuals with intellectual disability are at greater risk of experiencing anxiety than their non-autistic peers without intellectual disability. Anxiety in this group may present as behaviour that challenges, often leading families to reach out to healthcare or support services. However, many families experience difficulties accessing services and, due to the lack of research into evidence-based anxiety interventions for people with intellectual disability, may not receive individualised support once in a service. This study explored caregivers' experiences of accessing services for autistic individuals with intellectual disability, and their considerations when developing new interventions for this population. Interviews and focus groups were completed with 16 caregivers of autistic people with intellectual disability. Reflexive thematic analysis was used to develop five themes about service access experiences, and three themes about caregiver considerations for anxiety interventions. Caregivers reported that their experiences of accessing services did not meet their expectations, and considerations for future anxiety interventions were often reflective of this. Interventions being flexible to family circumstances to aid accessibility, the embedding of peer support in services, and skills that can be generalised across the lifespan could be applied when aiming to improve outcomes and develop interventions for this under-served population.

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be 'informed', 'active' and 'engaged' within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed 'political literacy'. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed "personal citizenship information landscapes," oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of 'informed', 'active' and 'engaged' citizens, as well as related concepts of information 'wealth' and 'poverty'. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with 'acceptable' norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

Involving young people in the co-production of whole-school wellbeing strategies is aligned with the United Nations rights of the child and current UK legislation. This exploratory participatory action research (PAR) project aimed to facilitate teacher-student collaboration in one high school to develop whole-school practice with a focus on assessment. Training videos were co-created focusing on students' assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students' assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed.

Online resources are becoming increasingly important in undergraduate education and have been associated with a number of advantages and positive outcomes on students' learning experience. However, online resource use by veterinary students for physiology learning remains poorly understood. Thus the present questionnaire-based study aims to investigate the extent to which first- and second-year veterinary students use online resources, including online video clips and social media, in their physiology learning and if this is influenced by factors of age, gender, entry status, or year of study. One-hundred and twenty-two students across seven UK universities completed the survey. Traditional resources (the lecturer and recommended textbooks) were the most preferred sources for physiology learning. Nonetheless, 97.5% of students used Internet search engines to explore physiology topics. Furthermore, students' tendency to contact their instructor regarding a physiology question was low. Rather, 92.6% said they would first search for an answer online. Particularly popular was the use of online video clips with 91.1% finding them valuable for physiology learning and 34.21% finding them more useful for understanding physiology than university taught material or lecture slides. YouTube was the most common online video clip platform used by students. Most students stated that they would enjoy interacting with course materials on an instructor-led social media page, but only 33.9% currently use social media to discuss physiology-related issues with classmates. Additionally, most students expressed concerns regarding the reliability of online resources but attempts to fact-check these resources were relatively low. Therefore, online resources represent an essential part of veterinary students' physiology learning and this suggests that educators can significantly improve student engagement and understanding of physiology by integrating these resources.

The purpose of this article is to systematically identify, appraise and synthesise qualitative research concerning UK parents' experiences of their child receiving a diagnosis of autism spectrum disorder. In total, 11 articles were located through a systematic search of five databases, reference lists, citations and grey literature. These were critically appraised and their results synthesised using meta-ethnography. The quality scores given to included studies were variable, so suggestions are made to improve reporting of future research. Three third-order constructs were developed: (1) emotional needs, (2) informational needs and (3) relational needs. Each relates to parents' needs as they navigate the process of making sense of their child by seeking and adjusting to a diagnosis of autism spectrum disorder. Parents' experiences of assessment and diagnosis of their children varied, but these needs were evident across the course of the process. Fathers seemed to find it more difficult than mothers to reconcile having a child with autism spectrum disorder, which may have been grounded in a sense of exclusion from the assessment process. The findings should be considered by professionals working with children, particularly those directly involved in diagnosing autism spectrum disorder. Clinical implications emphasise the need for consideration of parents' emotional needs, provision of information to aid understanding, and strong relationships with professionals. Future clinical research, which should be informed by quality standards, might develop and evaluate standards of assessment and diagnosis, including post-diagnostic support.

In the context of ongoing debates around academic engagements with policymakers, this article discusses how academics can successfully engage with the often overlooked institution of Parliament. We argue that the UK Parliament is not a homogeneous organisation but has differing knowledge requirements for different parliamentary sites. While there are common barriers that need to be overcome by researchers, there is no universal recipe that will ensure successful research impact. We argue that there are different forms of engagement likely to lead to influence, and that co-production is the most important way by which academics can engage with Parliament.

Purpose: Issues such as managing brand image, assessing advertising medium effectiveness and collecting market intelligence are common practice for higher education institutions (HEIs). Consequently, understanding the information needs of potential students to the HEI when they make their decisions is paramount. The aim of this survey is to analyse the decision-making criteria of new undergraduates enrolling at a UK HEI on their first day in terms of marketing activities employed throughout the decision-making period during their last 12 months. Focusing in particular on the effectiveness of the dissemination of information with the influences on their decisions of whether or not to keep this HEI in their preferred set and to enrol (purchase) will be investigated. Design/methodology/approach: The research was designed to establish the key marketing communication activities that contribute to the student decision-making process. A survey of 318 students enrolling on their first day at a Welsh (traditional) university was achieved from a sampling frame of 469. In order to supplement the literature, four semi structured in-depth interviews with university staff (the School Manager, School Admissions Tutor, Head of Central Marketing, and Head of Central Recruitment) were also held. These interviews identified the key marketing communication themes (information sources with the application of new technologies in disseminating information during the decision-making period) that acted as the foundation for the questionnaire. The respondents were asked to consider each phase of the decision-making process and rank the information sources that had the most impact upon them. Hence a critical incident approach was employed. Findings: The results show that the respondents did receive adequate information, with details of the programme of study being most important, but they would have preferred greater use of electronic sources and especially from current undergraduates on a regular basis. If the HE senior management knows the impact in terms of the timing and content of marketing activities on potential HE students, there is a better chance of matching the information sources to the needs of the students. Originality/value: HEIs can do more for potential HE students by trying to offer the most relevant information that will satisfy each of their information needs. It is beneficial for all parties concerned that potential students are better informed and prepared to make those decisions. This is especially true as potential students are frequently young and living at home, planning to consume this "good experience" over a relatively long period of time, and the financial risks with opportunity costs involved are substantial. By addressing potential students' concerns and offering more "tailor-made" communication strategies to suit them, HEIs can easily segment the market place and then position themselves within the competitive environment. (Contains 2 tables and 5 figures.)

Concerns are frequently raised about undergraduates being so immersed in web-based technologies in their broader lives that they have difficulties engaging in more conventional study practices, such as academic reading and writing essays. The research reported on here examines this issue through a literacies lens. The project findings illustrate the complex interrelationship between literacies and technologies with the potential to disrupt conventional academic literacy practices. However, they also offer strong evidence for students' ongoing reliance on the authority of the institution when it comes to accessing and utilising web-based resources for their assignments. The authors suggest that, in order to understand the changes that are taking place for learners in today's higher education, more attention needs to be paid to textual practice around learning and less to the technologies and their applications. (Contains 1 table and 1 figure.)

This paper has been prompted by the challenges created by recent proposed reforms to social care services in the UK services which are being "modernised", a term ubiquitous in policy documents but difficult to define with confidence. Government modernisation and e-government programmes highlight with renewed urgency the need for social care practitioners on the front line to have up-to-date, reliable information. Yet the rise in the rate and volume of information published (over new and old channels) has, paradoxically, made it increasingly difficult for them to keep up with new developments. How can higher education institutions best contribute to the social care community through a period of profound ideological and structural change? In particular, the paper discusses the key challenges of keeping abreast of research; changes in the social/organisational/professional context of social care; how social care practitioners learn; and effectively integrating practice, research and education. (Contains 1 note.)

A joint project carried out by Leeds University and Loughborough University, funded by JISC, studied the information literacy of non academic staff in higher education. The in-depth, qualitative study deployed an information audit, interviews and focus groups with eleven staff in the Finance and Research Departments at Loughborough University. The information literacy needs of staff were compared with the JISC i-skills model. The hierarchical and collaborative nature of the workplace meant that people's experience of information literacy in the workplace was more fragmented than in the academic context. Common labels could be used to describe information literacy in the different contexts but more emphasis was placed on data, internal information and information from other people in the workplace. Time had an impact on information literacy. Social networking skills were recognised as key information literacy skills. The need for staff to know how to organise information and develop information policies was identified. (Contains 1 figure and 1 footnote.) [This project was funded by the Joint Information Systems Committee (JISC).]

This paper describes empirical research examining secondary school teachers' conceptions of student information literacy and reflects on the implications for the development of information-literate students. The research was designed to be practitioner centred, focusing on curriculum-based information activities and the student learning process from the teacher perspective. The study took a broadly phenomenographic approach and data were collected through a series of group discussions and interviews with subject teachers. Teachers described student information literacy in terms of a variety of skills and processes which overlap with existing models and frameworks. However, significant differences from other models and definitions included the absence of defining the information need and knowledge building. Teachers' conceptions evolved during the study and were influenced by individual experiences and curriculum priorities. The study suggests that overemphasis on mechanistic skills development without local debate and understanding hinders the alignment of information literacy with independent and lifelong learning. A number of challenges are identified for the development of information literacy in UK secondary schools, not least the fact that information literacy was understood by teachers in isolation from the subject curriculum. The study also sheds light on possible reasons why students may not leave school as information-literate individuals. (Contains 1 table.)

The primary purpose of THE CAMPUS INFORMATION GAME is to help to induct new students into their unfamiliar study environment. Typically it forms an early element of an overall induction program for their course of study. THE CAMPUS INFORMATION GAME has a key secondary theme of information quality that is particularly appropriate for students of information systems, informatics, or communications. The game includes an element of group work, and therefore it can also act as a team-building exercise. It is easy to adapt the content of this frame game to any given location; indeed, the game must be adapted for obvious reasons. The information quality theme can also be adapted. The game can be used in other induction situations: for example, new staff joining any organization, particularly where groups of staff join at the same time. (Contains 1 figure.)

The Tanganyika Library Service (TLS) was the national public library service set up in Tanzania, East Africa, in the 1960s. By the end of the decade, it was generally regarded as a model of Western-style public library development in Africa. This is an account of its establishment and early years based on accessible documentary sources in Tanzania and the United Kingdom, on printed sources, and on interviews with 1960s staff members in the two countries. Topics include the background of educational and library underdevelopment during the colonial era; the African Socialist philosophy of Tanzanian President Julius Nyerere; TLS readers and what they wanted to read in English or Kiswahili; the link with adult education and with literacy education in particular; the attempts to reach as many as possible with books and service in spite of resource constraints; the urban/rural debate; staffing and staff development; the contribution of E. M. Broome, TLS founding director; and the issue of overseas aid and cultural imperialism.

Purpose: To identify women's sources of information about cervical cancer screening, information which women report receiving during Pap consultations, information they would like to receive, and the relationships between perceived information needs, personal characteristics and information sources. Design/methodology/approach: Logistic regression analysis of questionnaire data obtained from 408 screen-eligible women resident in east central UK. Findings: Programme documentation and the Pap consultation represent the main sources of information, although a sizeable proportion rely on other sources (e.g. mass media). The range and frequency of information services which women report receiving during their Pap consultations are variable, and around one-sixth of women report never receiving information. "Always wanting information" is predictable from subject characteristics, which do not map precisely, owing to the variation in frequency of information being supplied. Age and women's main sources of information are significant predictors of perceived information shortfall, and such shortfalls are associated with dissatisfaction with the screening programme. Originality/value: Covers all aspects of women's attitudes towards satisfactory or unsatisfactory availability of external information in the matter of screening for cervical cancer in the UK. (Contains 6 tables.)

Discusses meeting the needs of learners in United Kingdom libraries. Topics include the role of the public library; barriers to learning; implications for libraries; motivation to learn; motivating learners in libraries; meeting users' learning needs; and training for librarians. (LRW)

Describes the results of an exploratory survey by questionnaire distributed through a variety of information agencies, designed to investigate United Kingdom women's information needs and patterns of information-seeking behavior in relation to the European Union. Results explore women's attitudes to information and its value in a variety of life contexts. (Author/LRW)

Reviewed some UK graduate programs' information materials and a set of focus groups with students, and examined the nature of demand for graduate program information in two studies. Results show documents were uneven and frequently did not provide enough information, and applicants want more contact with departments and their students. (EV)

Discussion of the global flow of information focuses on the ownership of U.S. information companies by foreign interests. Reasons for this trend are examined, including lack of a national information policy, the debate over free information, short-term profits versus long-term growth, federal legislation, investment opportunities, and the demand for information. (LRW)

A study investigated the effectiveness of career information services in British institutions of higher education. A survey of attitudes and information activities in 24 placement services and more detailed analyses of 4 programs are reported. Some good practices are identified, as are shortcomings resulting from indifference, poor communication, and inadequate outreach. (Author/MSE)

Describes the stages of an information consultancy project that established a management resource center to provide senior managers in a major financial institution with access to material for self-development. Interviews to assess information needs are described, success factors are considered, and personal qualities needed for information consultancy are suggested. (two references) (LRW)

During an epidemic of cattle disease, British farmers' needs for information and communication were served by the establishment of a network that enabled farmers to borrow computers, receive training, and access the Internet. The program served 1,675 farmers, who were largely older learners without computer experience. (SK)

A series of articles reviews the contributions of Brian Campbell Vickery and current research extending this work. Topics covered include the role of classification in information retrieval, social scientists' information needs, national document supply and catalog entry supply in Britain, and research and development in the United Kingdom. (CLB)

The special educational needs of business information managers are identified, and training methods and courses designed to meet those needs are discussed in eight articles. A review of the literature of business information education is also presented. (CLB)

This study indicates that, in the case of scholarly journals, the author's desire to publish predominates over the reader's desire to know. Analysis of new publications over the past 10 years in the United Kingdom reveals they are generally initiated by a scientific author's perception of inadequate publishing outlets. (RAA)

Results of work of Centre for Catalogue Research into usability of library catalogs with different levels of content of entries and users' needs for bibliographic data elements suggest that much information normally included in catalog entry is rarely used, and its inclusion makes catalog use difficult. Twelve references are provided. (EJS)

Background: Charles Bonnet syndrome (CBS) refers to the experience of visual hallucinations occurring secondary to sight loss. Although there is an increasing amount of research on this phenomenon, CBS remains a lesser-known outcome of visual impairment, with limited research into the impact on the patient. Objectives: To explore the experiences and opinions of visually impaired military veterans with CBS regarding the impact of visual hallucinations. Design: Semi-structured qualitative interviews. Methods: Forty-six telephone interviews were conducted with members of Blind Veterans UK, a charity for visually impaired ex-service men and women. One-hundred and fifteen individuals at the charity with CBS were identified and invited to a semi-structured interview (participation rate – 40%). Qualitative data was transcribed and analysed using thematic analysis. Results: Four overarching themes were identified: (1) impact of CBS (2) understanding and management of CBS (3) awareness of CBS (4) recommendations. Negative impact of CBS included feelings of fear, annoyance and disruptions to daily life and quality of life. Negative appraisal of CBS was not necessarily related to negative hallucination content. Participants expressed the value of increased awareness amongst patients and health care professionals. Knowledge and understanding of CBS provided reassurance and was considered an effective strategy to mitigate the negative impact of the condition. Conclusion: Regardless of hallucination content, CBS has a substantial impact on the lives of people with visual impairment. Increased awareness and information can help to support individuals to manage their CBS more effectively. However, the findings from this study cannot be generalized to people without a military background so further research is required to understand and optimize support for military veterans and civilians with CBS. [ABSTRACT FROM AUTHOR]

Objective: The aim of this project was to investigate the provision of counselling in adult audiological rehabilitation and to highlight training barriers and needs. Design: A service evaluation in which respondents completed a survey in which they rated their knowledge, confidence and competence in addressing the hearing, social and emotional needs of their patients. They were also asked to define counselling. Sample: 64 UK practising audiologists in adult audiological rehabilitation, aged 20–>60 years (84% females, 16% males), with a range of years in clinical practice. Results: Counselling definitions fell into three main categories: the audiologist as the doer, the audiologist as the facilitator, and the audiologist and patient as partners. Respondents reported feeling more able to counsel the hearing related needs of their patients, than emotional or social needs. There were significant positive statistical associations between counselling training completed and self-rated counselling abilities for managing emotional needs. Clinical experience was not associated with self-rated counselling. Lack of supervision and training were identified as some of the main barriers to providing emotional support. Almost all respondents reported a desire for further training in delivering emotional support, with the belief that this would improve services and patient outcomes. Conclusions: UK audiologists demonstrated person-centred thinking through their definitions of counselling. However, they reported significant barriers in being able to support the needs of adults with hearing loss. Training needs around emotional support in audiology counselling are not currently being met. It is important for clinical training programmes to address this gap by incorporating more counselling courses into their curricula. [ABSTRACT FROM AUTHOR]

Objectives: Clinician acceptance influences technology adoption, but UK health professionals' attitudes towards artificial intelligence (AI) in hearing healthcare are unclear. This study aimed to address this knowledge gap. Methods: An online survey, based on the Checklist for Reporting Results of Internet E-Surveys, was distributed to audiologists, ENT specialists and general practitioners. The survey collected quantitative and qualitative data on demographics and attitudes to AI in hearing healthcare. Results: Ninety-three participants (mean age 39 years, 56 per cent female) from three professional groups (21 audiologists, 24 ENT specialists and 48 general practitioners) responded. They acknowledged AI's benefits, emphasised the importance of the clinician–patient relationship, and stressed the need for proper training and ethical considerations to ensure successful AI integration in hearing healthcare. Conclusion: This study provides valuable insights into UK healthcare professionals' attitudes towards AI in hearing health and highlights the need for further research to address specific concerns and uncertainties surrounding AI integration in hearing healthcare. [ABSTRACT FROM AUTHOR]