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Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario-led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario-led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale-up European school teachers' development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time-constraints were major issues.

Working with social haunting was a community-based participatory research project that aimed to investigate how contested pasts carry affective meanings in ways that defy conventional forms of knowledge representation. The project illustrated the potential of the use of playful approaches within adult learning and specifically within a radical community educational approach that draws on transformative learning theory. This article reports on a workshop (or Ghost Lab) in which members of Unite Community in Barnsley used the medium of comics to explore and re-imagine serious political themes. In this context, the Ghost Lab method established a 'magic circle', within which it was possible to circumvent ideological differences and allow for the exploration of fictional realities that, while they have a basis in the real world, are not limited by conventional codes of practice, rules or structures. This approach appeared to allow participants space to explore not just the 'as if' or 'what if', but also what has been called the 'not-yet', thereby conjuring with both personal and political historical alternatives that could have been taken, but were not. By transforming their personal and political experiences through the creation of comics, participants were able to reflect on these experiences and consider how they might be interpreted in different ways within a 'fictional reality'.

This article discusses the two main strategies commonly used to safeguard children and young people online; namely, Internet filtering and digital literacy education. In recent U.K. government guidance, both are identified as means to prevent online radicalization in schools. However, despite the inadequacies of filtering, more attention is usually paid to technical solutions than to pedagogic ones. In this article, a critical digital literacy approach is proposed to allow students to explore and discuss the types of controversial issues they may encounter outside school within a supportive environment. Such an approach can allow schools to meet their responsibility to help young people to develop appropriate skills to engage with the Internet as it actually is, not as we might like it to be.

Traditionally, school libraries have been evaluated primarily in terms of library management; the impact they have on teaching and learning has rarely been a focus. For this reason, they have often been omitted from whole school self-evaluation. Self-evaluation can help schools to prepare for inspection, but more importantly to identify strengths and weaknesses and help schools to improve their library provision through in-depth evaluation of specific areas. This article describes a project undertaken by the Centre for Information Research (CIRT) at the University of Central England (UCE) to develop a model for the self-evaluation of school libraries which focused on teaching and learning outcomes. The approach advocated links library activities to whole school issues and relates library evaluation to the overall aims of the school.

Evaluation in Library and Information Services has traditionally focused on quantitative measures of input and output. This trend has been generally reflected in the emerging efforts relating to the evaluation of electronic information services (EIS). Less well developed are qualitative approaches to evaluation of EIS. Issues that feature high on the agenda of the U.K. government are inclusion and learning; widening participation and lifelong learning cannot be effectively measured by quantitative data alone. The library sector needs to draw on the experiences of other disciplines in the use of mixed methods and user-focused evaluation. Libraries often lack the skills and time to prioritize qualitative evaluation methods; however, the eVALUEd tool kit provides librarians with a range of tools to support them in undertaking person-centered, qualitative evaluation of EIS.

Traditionally, the library and information profession has not been strongly research led in the way in which other professions, such as medicine and education for example, might be considered to be. However, it may be that the extent of practitioner involvement in research and the extent to which research informs practice have been underestimated. The article reports on a survey designed to scope present and planned involvement in research within a variety of library sectors and to identify the priorities for future research as seen by practitioners. It also investigated the main barriers which prevent practitioners having greater involvement in research. It concludes that there is scope for much more effective communication between all types of library and information researchers and practitioners and also for greater recognition of practitioner research. (Contains 3 tables and 1 figure.)

The Mass-Observation Archive at the University of Sussex sends regular "directives" to its panel of volunteer correspondents around the UK asking them to reflect on various issues relating to the day-to-day lives of ordinary people. Two directives from the 1980s and 1990s relate to libraries, books and reading habits. These sets of written responses are valuable resources for library history and information science researchers because they include the opinions of non-users, which are notoriously difficult to obtain using conventional research methods. The use of such an approach may help to counter some of the criticisms of current library history practices as being outmoded and irrelevant. Not only is library history undervalued by historians, it is also frequently dismissed within the LIS field in general. Linking library history to issues of current concern, such as non-users, may create opportunities to demonstrate the relevance of library history more widely. This article reports on the findings of a study of the directive responses, focusing on non-use of libraries, and highlights the implications for librarians and library historians.

Describes a study conducted at the University of Central England that investigated resource-based learning and secondary school students; the availability of information and communication technology (ICT), including access to computers at school, at home, and in the community, including public libraries; and attitudes toward ICT; and suggests future possibilities. (Author/LRW)

Focuses on the impact of a family reading project on parents and library staff in an English borough and the partnerships it fostered between organizations involved in the initiative. Considers the project's impact on parents, public libraries and schools. Notes that one of the most important benefits of the partnership courses was pleasure parents gained from attending. (SG)

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)

Discussion of the role of school libraries focuses on a study in England that monitored secondary school students completing a resource-based learning project. Compared students' use of the school library at four different schools with their use of other information resources, including public libraries and the Internet. (Author/LRW)