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6023 results in Facet Publishing

Page 101 of 302

  • 10 - Adapting the Books on Prescription model for people living with dementia and their carers

  • from Part 2 - Bibliotherapy case studies
  • Edited by Sarah McNicol, Liz Brewster
  • Book:
    Bibliotherapy
    Published by:
    Facet
    Published online:
    21 September 2019
    Print publication:
    07 August 2018, pp 141-152

  • Summary

    An introduction to Reading Well Books on Prescription for Dementia

    Reading Well Books on Prescription for dementia is a book list of qualityassured reading to support people with dementia, and their carers and relatives, through living with dementia. The scheme is part of the wider UK national Reading Well Books on Prescription programme which was developed by the Reading Agency in partnership with the Society of Chief Librarians (SCL) and is delivered through public library services across England. The concept of the programme is simple yet effective: providing book-based support to people living with a range of conditions which is then available for them to borrow free from their local library. Users can either receive a recommendation of a title from a health or social care professional or they can self-refer to the scheme simply by visiting the library and taking one of the books off an open shelf. There are also Reading Well Books on Prescription lists to support adults with common mental health conditions, young people's mental health and wellbeing, and people with long-term physical health conditions and their carers.

    The Books on Prescription model was first developed in Wales in 2005 by Professor Neil Frude and was adopted with his support across England in 2013. In 2015, The Reading Agency and SCL then developed the first Books on Prescription list for people with dementia and their carers, with the support of a wide range of partners from the health and social care sectors. Every book on the list has gone through a thorough book selection process with a panel of health experts and people living with dementia. The books provide information and advice; support for living well; advice for relatives and carers; and personal stories. Each of these categories was included for its individual value to users and its unique contribution to the book list as a whole.

    Identifying the need

    Before starting a new Books on Prescription style intervention, it is essential to identify the need for a scheme and assess whether any potential scheme will address a need in wider society. Taking advice from colleagues in public health can assist with this. At the time of development in 2015, we identified a clear need for people with dementia.

  • 5 - Read to Connect: reading to combat loneliness and promote resilience

  • from Part 2 - Bibliotherapy case studies
  • Edited by Sarah McNicol, Liz Brewster
  • Book:
    Bibliotherapy
    Published by:
    Facet
    Published online:
    21 September 2019
    Print publication:
    07 August 2018, pp 77-92

  • Summary

    Introduction

    It has been more than a century since the term bibliotherapy was introduced to describe the practice of using literary materials to address mental health issues. Today, it is used as an umbrella term to cover a variety of clinical and non-clinical interventions involving books, reading and communication around texts. While psychologists share their positive experiences of using fiction and self-help materials in their counselling practices (Mendel, Harris and Carson, 2016; Volpe et al., 2015); librarians report on the success of collaborative Books on Prescription schemes in public libraries (Carty et al., 2016; Robertson et al., 2008); and facilitators of shared reading groups in community settings describe the psychological and social benefits of readaloud sessions for diverse populations (Dowrick et al., 2012; Hodge, Robinson and Davis, 2007). Behind these academic reports and anecdotal stories are real people who were helped during difficult times in their lives.

    My bibliotherapy journey went through different stages — from my personal experiences of the transformative power of literature, to an academic exploration of the art and science of bibliotherapy as a discipline, to first-hand observations of how books can improve the lives of individuals dealing with various life challenges, including those facing a terminal illness. Throughout my life, I have had many powerful moments of interaction with books, while recreating narrative worlds and building intellectual and emotional connections with their authors and characters. Books not only opened new perspectives and opportunities, but helped me to cope with difficult times in my life, including adjusting to the life in a new country while dealing with changes in career and family crisis. It was then when I came across a short story The Road to Rankin's Point by Alistair MacLeod, and this particular line: ‘It does not matter that some things are difficult. No one has ever said that life is to be easy. Only that it is to be lived.’ (MacLeod, 2000, 172). These words immediately resonated with another line from my favourite German poet Rainer Maria Rilke, who wrote in his Letters to a Young Poet: ‘what matters is to live everything’ (Rilke, 2011, 51). The therapeutic effect of these lines on me was so strong that it helped dismiss my fears and doubts and activate the inner resources for a new start in life.

  • 5 - Records and Data

  • Geoffrey Yeo, University College London
  • Book:
    Records, Information and Data
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 105-128

  • Summary

    Introduction

    If the writings of contemporary pundits are correct, we live not only in an age of information, but also in an age of data. In literature aimed at the corporate business market, much of the rhetoric that has come to surround concepts of information is often transferred to a parallel discourse about data. We can read, for example, of the importance of efficient enterprise data management, of data governance frameworks and of a need to recognise data as a ‘valuable and manageable organizational asset’ (Bhansali, 2014, 9–10). In the 2010s, organizations have increasingly sought to take advantage of new data analytic techniques to improve decision-making or business activities; many now aim to ‘monetise’ data, exploiting their corporate data in creative ways to become more competitive and profitable (Cohen and Kotorov, 2016; Marr, 2017).

    Interest in data analysis and exploitation is not confined to commercial enterprises. Governments, political parties, police forces, scientists and health care providers are all now seeking to analyse digital data to enhance their operations. Data science and data administration, although newly emerging as professions, are rapidly expanding areas of employment in many countries, and the worlds of data analysis and curation have become major fields of research. As Jonathan Furner observed:

    There seems to be no doubt that both data science and data studies are here to stay as discrete areas of inquiry. Levels of interest in the development and application of tools and techniques for the analysis of … data are high and constantly rising, as are levels of interest in the study of the sociocultural, political, and economic contexts in

    which data is created and used. (Furner, 2015, 369)

    When European records professionals consider data, they often think of data protection law, whose connections to record-keeping are well established. Records retention, security and privacy must increasingly be addressed in the context of European regulations concerned with trans-border data flows (Montaña, 2016; Sautter, 2011, 25–6). More recently, discussions about data have extended to big data (exponentially growing volumes of analysable data arising from the proliferation of computers across business, government and the wider community), open data (proactive release of public sector data for sharing, redistribution and creative reuse) and other flavours of data that may also appear to be connected with records.

  • Conclusion

  • Edited by Katharine Reedy, Jo Parker
  • Book:
    Digital Literacy Unpacked
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 203-204

  • Summary

    The chapters in this book have broadly addressed the question of what it means to live, learn, work, play, interact and exercise leadership in the contemporary world. Through the wide-ranging perspectives presented here we have seen that digital literacy is a collective, collaborative and creative endeavour spanning all stages of life. In this final section we draw together some of the threads which run throughout the whole volume.

    An important insight is the way in which digital literacy is not just or even primarily about technical expertise, but rather involves a shift in mindset. This is about an openness to doing things differently. It is also about the capacity to draw on a range of skills and practices in situ. Context is crucial, and a number of our contributors (Secker, Nicholls, Bennett and Folley, Fraser with Reedy, Micklethwaite) highlight the need for digital practices to be relevant and embedded in authentic and meaningful ways. The motivation to get online and develop digital skills and capabilities comes from having a clear purpose, whether that is getting a job, creating excellent learning experiences or achieving company goals.

    Developing digital literacy is a personal learning journey and a collaborative project. Many of our contributors highlight the need for partnership between different stakeholders. This results in the blurring of traditional boundaries – between formal and informal learning, between students and their teachers, between staff hierarchies and across geographical zones. Learners and teachers are in it together, with teachers adopting a more facilitative role. Playful learning and games are being used to good effect (Walton et al). Digital leaders must be human, vulnerable and willing to admit and learn from their mistakes. Building relationships and trust is key (Killen, Secker, Nerantzi and Jackson, Fraser with Reedy, Cheuk and Reedy, Micklethwaite). Community-building, peer coaching and individual support all have a role to play.

    Alongside this there is a clear message about the importance of highlevel backing from stakeholders at organisational or national level to provide the necessary strategic direction and resource for grassroots initiatives to flourish. In this way, pockets of innovation and good practice can be scaled up and put on a sustainable footing.

  • 4 - Can we keep everything? The future of appraisal in a world of digital profusion

    • By Geoffrey Yeo, Honorary Senior Research Fellow in the Department of Information Studies at University College London (UCL).
  • Edited by Caroline Brown
  • Book:
    Archival Futures
    Published by:
    Facet
    Published online:
    01 June 2019
    Print publication:
    07 August 2018, pp 45-64

  • Summary

    Introduction

    This chapter asks whether we might begin to develop a vision of digital archives where nothing is ever destroyed. Today, proponents of ‘big data’ often argue that appraisal and selection are obsolescent. Can we – should we – try to keep everything, as many computing specialists now suggest? What place will selection and destruction practices have in a future digital world where storing everything may seem easier than incurring the costs and complexities of appraisal?

    Selective retention

    Decisions about destruction have been made since the earliest days of record-making. It has sometimes been thought that records in earlier times were intended to be permanent, and that keepers of records played no part in their destruction, until the practice of retaining everything had to be abandoned in the face of the growing physical bulk of records in the 20th century. Systematic destruction practices, however, have a much longer history. In the palaces and cities of the ancient world, accounting records were often routinely destroyed within a year of their creation (Eidem, 2011, 13; Palaima, 2003). In 1731, instructions were issued to the Royal Archives of Sardinia that ‘useless papers’ should be destroyed (Duchein, 1992, 17); three decades later, French archivist Pierre-Camille Le Moine similarly insisted on the destruction of seemingly trivial items (Delsalle, 1998, 154). In the UK, the Public Record Office Act of 1877 authorised the disposal of records thought insufficiently valuable (Cantwell, 1991, 277–80). The 20thcentury appraisal methodologies articulated by Theodore Schellenberg (1956) formalised and encouraged these practices, but the origins of selectivity are much older.

    Before digital technology became widely available, archival writers routinely put forward two arguments in favour of selective destruction: the need to save costly storage space and the difficulty of finding and using ‘important’ material if archives are congested with supposedly useless ephemera. These arguments appear in very similar form in the work of Charles Johnson in the early 20th century and in the writings of Gerald Ham in the century's final decade (Ham, 1993, 3; Johnson, 1919, 43–4). Although Hilary Jenkinson (1922) refused to allow the archivist any part in selection, many later writers saw a specific role for archivists in ‘fashioning … a manageable historical record’ (Ham, 1993, 3).

  • 1 - The Making and Keeping of Records: a Brief Historical Overview

  • Geoffrey Yeo, University College London
  • Book:
    Records, Information and Data
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 1-28

  • Summary

    Written down so as not to forget.

    Mesopotamian clay tablet, about 3200 years ago (Postgate, 2013, 198)

    Things that we are unable to hold in our weak and fragile memories are conserved by writing.

    Burgundian charter, about 850 years ago (Fentress and Wickham, 1992, 8)

    ‘I shall never, never forget!’ [said the White King]. ‘You will, though,’ the Queen said, ‘if you don't make a memorandum of it’.

    Through the Looking Glass, and What Alice Found There (Carroll, 1872)

    Introduction

    The making and keeping of records appear to be among the oldest human activities. As far as we can tell, they are distinctively human activities; no other species has developed them in the same way. As well as being dependent on changing technologies, they are deeply entwined in social conventions and have been undertaken very differently at different times and in different places. Records have often been associated with literacy and the use of written texts, but the first records were undoubtedly made long before writing was invented. As record-making and record-keeping practices matured, they came to underpin governments, institutions and commercial businesses in formal public realms; they have sometimes – although not always – been less responsive to the needs of individuals, informal communities or minority groups. This chapter looks at some of the key aspects of their historical development. It aims to set a context for the record-making and record-keeping practices of our own era, by examining some of the ways in which records have been perceived, used, valued and protected in the past.

    Record-making and record-keeping over 10,000 years

    In today's western societies, we can use an extensive range of tools and artefacts to assist us when we need to recall what was said or done at earlier moments. We often take such tools for granted, but we also know that people in earlier eras were not always able to call on them. In prehistoric times, spoken language enabled our distant ancestors to communicate and share memories with others, but the long-term survival of memories must have depended on mental recollection and perhaps on ceremonies, recitations or rituals that may have helped to protect them from oblivion.

  • 1 - The Trouble With Terminology: Rehabilitating and Rethinking ‘Digital Literacy’

  • from Part I - Approaching Digital Literacy
    • By Jane Secker, Senior Lecturer in Educational Development at City University London
  • Edited by Katharine Reedy, Jo Parker
  • Book:
    Digital Literacy Unpacked
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 3-16

  • Summary

    Introduction

    This chapter is based on a paper given at the Society for Research in Higher Education Conference in December 2015, which formed part of a symposium on digital literacy (Bennett et al., 2015). Building on discussions at the symposium and the author's experience occupying several different professional identities (librarian, learning technologist, educational developer, teacher and researcher) this chapter reflects on how terminology around digital and information literacies can cause misunderstandings and divisions between those working in higher education. The focus of this chapter is on student learning in higher education, although it draws on the author's experiences of working with staff as well. This is partly in recognition that in order to support students effectively, it is important for academic and professional services staff to have a nuanced understanding of the terminology in the digital and information literacy fields. Staff also need an awareness of their own knowledge, skills and behaviour when using digital technologies and information in its broadest sense. The chapter provides some practical steps that can be taken to bridge the gaps or overlaps in student support within an institution, it discusses how to overcome the misunderstandings that might arise between professional services and academic staff, and finally suggests ways to build a more holistic approach to supporting student learning in higher education.

    The term ‘digital literacy’ has gained relatively widespread recognition in a short space of time in UK higher education. The chapter will examine why, when there are many other learning literacies, digital literacy seems to have particular resonance and currency. I will also examine the problems that this might cause and why ‘digital’ is in many ways a distraction for teachers, who really need to focus on developing students’ and their own critical abilities to handle information in all its guises effectively. Digital literacy has gained widespread attention: however, this chapter will explore why it is a problematic and ill-defined term. It is also sometimes referred to – interchangeably – as digital capabilities, which is the term used by Jisc to describe the six capabilities that staff in post-16 education need for themselves and their learners (Jisc, 2017). It is also used by the Universities and Colleges Information Systems Association (UCISA), which has undertaken a Digital Capabilities Survey across higher education staff since 2014 (UCISA, 2017).

  • 14 - Onwards! Why the Movement For Digital Inclusion has Never Been More Important

  • from Part IV - Digital Citizens and Workers
  • Edited by Katharine Reedy, Jo Parker
  • Book:
    Digital Literacy Unpacked
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 191-202

  • Summary

    Introduction

    This chapter shows how we still live in a digitally divided world, with levels of digital exclusion remaining unacceptable despite the seeming ubiquity of technology and access to smart devices. It surveys the main drivers of digital exclusion and the substantial benefits of investing in digital inclusion: the process of helping people engage with digital for the first time and develop basic digital skills.

    Noting that as a body of practice digital inclusion is changing, driven by the evolution of technology and the ways in which it is becoming increasingly integrated with human life, it goes on to describe the effective features of digital inclusion from a UK and public policy perspective. From there, it notes the strong ‘movement’ effect arising as a consequence of effective digital inclusion, and argues that this movement is required now and into the future, not only to close the digital divide but also to continue building our human relationship with technology as it continues to evolve.

    The digitally divided world

    We live in a digital world. Or do we? Digital exclusion – lacking basic digital skills or being entirely offline – is still remarkably prevalent. In 2017, research by Lloyds Banking Group (Lloyds Bank, 2017) showed that 4.8 million adults in the UK said they had never been online, and 11.5 million adults lack all of the basic digital skills considered essential to participate in the digital world, from internet searching to carrying out basic online transactions. Globally, although more people now say they use the internet than those who do not, 3.9 billion people (more than half the world's population) do not have internet access.

    Being digitally excluded correlates strongly with social exclusion in all its many forms. If you are unemployed, living in poverty, living with a disability, or have low skills you are much more likely to be offline, and lacking internet access or digital skills has a significant impact on your ability to take advantage of routes to opportunity and wellbeing. According to the same Lloyds research (Lloyds Bank, 2017), 97% of those in the UK earning above £75,000 per annum have all five of the basic digital skills considered essential today, compared with 63% of those earning less than £9499 per annum.

  • 12 - Transforming the Workplace Through Digital Literacy

  • from Part IV - Digital Citizens and Workers
    • By Bonnie Cheuk, strategic, hands-on, business-and-results-driven executive with strong expertise in digital transformation, web‘digital channel management, information and knowledge management, collaboration, social media and Enterprise 2.0., Katharine Reedy, Open University Library before joining the Open University Learning Design team in 2016.
  • Edited by Katharine Reedy, Jo Parker
  • Book:
    Digital Literacy Unpacked
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 169-178

  • Summary

    Introduction: technology, digital literacies and culture change

    Computing power is growing at an exponential speed. In the consumer world, new digital tools appear every day. Keeping up with the new technologies can be exciting for some and exhausting for others. In the workplace context, while the pace of technology change tends to be slower than in our personal lives, unfamiliar and disruptive technologies that change the way people work are increasingly being introduced. As more and more technologies are being embedded in the workplace, what kind of digital literacies are required to be effective and productive at work in this ever-changing world?

    In this chapter digital literacies are defined as the capabilities required to maximise the benefits that technology can bring to oneself as an individual employee, a team, across the company, the customers and even suppliers. This implies the ability to cope with and avoid stress caused by the prevalence of technologies.

    In the next two sections we explore digital literacies from the perspective of two dimensions:

  • • What kind of digital literacies – aptitude, mindset, behaviours, leadership, skills and competencies – are required for employees to help to deliver company strategy in order to stay relevant in the market and achieve its strategic objectives?

  • • What kind of aptitude, mindset, behaviours, leadership, skills and competencies are required to reap the full benefits of new digital technologies?

    • Dimension 1: the spectrum of workplace digital literacy

    What kind of digital literacies are required for employees to get their work done to deliver company strategy? There is no ‘one size fits all’ requirement. Different levels of digital literacies are required depending on how employees see a situation at any particular time, the goals and outcomes they are trying to achieve, and the constraints imposed by the company and work environment. Digital literacy in the workplace is presented as different levels of digital aptitude, mindset, behaviours, skills and competencies:

  • 1 At the most basic level, digital literacy is knowing what tools exist to do the current job.

  • 2 Following from there, digital literacy is about knowing how to use the tools, and using them effectively to do the job.

  • 3 The next level is knowing why you should use the tool, when to use it and for what purpose.

  • 3 - The future of archives as networked, decentralised, autonomous and global

    • By Victoria Lemieux, Associate Professor of Archival Science at the University of British Columbia, Canada
  • Edited by Caroline Brown
  • Book:
    Archival Futures
    Published by:
    Facet
    Published online:
    01 June 2019
    Print publication:
    07 August 2018, pp 33-44

  • Summary

    Introduction

    There are moments in history – sometimes disruptive instances, but often gradual – when humanity sheds one organizing principle for another. These shifts recursively represent and construct new mental models and major changes in the social and material world around us. In the archival world, for example, we have seen a recent shift away from favouring representation of archival fonds in terms of hierarchies towards favouring a view of the fonds as networks of interconnected relationships. This paradigm shift within archival descriptive practice is indicative of a larger shift in human schemas of thought and the social and material world – the shift to networks.

    Networks are now everywhere. We are seemingly surrounded by them, even enmeshed in them. In a prescient analysis of the rise of networks, Manuel Castells (1996, 5) observes that social development and technological innovation go hand in hand, ‘since technology is society and society cannot be understood or represented without its technological tools’. Networks are decentralised – or at least leave the impression of being so; unlike hierarchies, there is no command and control from the top. They represent a completely different sort of organizing principle – of thought (‘hive mentality’), of social action (literally, ‘social networks’) and of our material world (the internet).

    Castells (1996, 171) further observes, in relation to the network enterprise, that it is ‘that specific form of enterprise whose system of means is constituted by the intersection of autonomous systems of goals’. Thus, not only decentralisation, but autonomy – in the sense of operating (seemingly) without human will or intervention – emerge as defining features of the network organizing principle. Finally, the network modus operandi is one that transcends the national or the particular while at the same time encompassing it. It is – or seeks to be – inherently globally interconnected.

    Whether the impetus for the ‘network shift’ has arisen from the material technological world, with, for example, the invention of the internet and the world wide web, or it emerged first as a schema of thought that conjured up the socio-material, or through a dialogic process between the material and the social, is a question that will not be discussed further in this chapter.

  • 12 - Bibliotherapy Read Aloud groups with native and non-native speakers

  • from Part 2 - Bibliotherapy case studies
  • Edited by Sarah McNicol, Liz Brewster
  • Book:
    Bibliotherapy
    Published by:
    Facet
    Published online:
    21 September 2019
    Print publication:
    07 August 2018, pp 163-170

  • Summary

    Introduction

    This chapter shares observations made during six years facilitating two Read Aloud bibliotherapy groups in public libraries in the London borough of Westminster. One is an ESOL (English for Speakers of Other Languages) group, while the other has a majority of highly educated native English speakers. Comparing the experiences of these two groups is potentially valuable as, to date, there has been very little research, and relatively few practical examples, of bibliotherapy specifically with migrant communities (Te Pou o Te Whakaaro Nui, 2010).

    In March 2010, Westminster Libraries gained funding from the then Westminster Primary Care Trust to deliver an initiative to address health inequalities in the borough and it was decided that Shared Reading would be part of this project. A health information co-ordinator (HIC) was recruited and trained as a shared reading facilitator, alongside an experienced public librarian. Three Shared Reading, or Read Aloud, groups were subsequently started in library settings, including the group at Paddington Library discussed below. In September 2011, I was appointed as the new HIC and took over two of the existing groups, while the librarian continued to facilitate the third group. Within a few months, a fourth group was started by the HIC. Initially, this was advertised as a Read Aloud group for those with English as an additional language. This group meets at Church Street Library. The Church Street area of Westminster has a wide cultural mix, with a large community of non-English speakers and high levels of health inequalities.

    This chapter discusses the Paddington and Church Street Read Aloud groups, exploring differences between the two. This includes a discussion of who joins the groups and their motivations for doing so, the types of texts read and the ways in which the groups are facilitated. The chapter starts, however, with an overview of the key features of Shared Reading.

    The format of the groups

    The Reader launched its ‘Get into Reading’ initiative in 2008. The Shared Reading approach designed by The Reader is described as, ‘a simple idea that changes lives’. By bringing people together to read great literature aloud we are improving wellbeing, reducing social isolation and building stronger communities across the UK and beyond’ (www.thereader.org.uk). Typically, a Shared Reading group meets once a week at the same time on the same day and usually in the same place.

Page 101 of 302