What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK

Exploring effective information use in an insurance workplace

As employability has become a more visible graduate attribute, it is becoming recognised that a better understanding of information practices in work may enable a smoother transition from university to employment. This paper discusses the current state of workplace information literacy and presents the findings of research into staff experiences of information use in a City insurance firm. A framework previously developed out of phenomenographic research into nursing is employed to draw parallels and highlight differences between insurance workplace and university student terminology. Context-specific hierarchical statements using the language of the participants are developed from coded interview texts. These statements, which are drawn together in illustrative personae, provide a rich and detailed view of the participants’ experience of effective information use. It is suggested that a better understanding of language use in communities of practice would facilitate transition both between and within the communities

Information literacy in LIS education: exploring the student view

Theoretical and practical principles of information literacy (IL) are generally embedded into the wider course structure of Library and Information Studies (LIS) Master’s programmes. This paper discusses the findings of a qualitative thematic content analysis of library student exam answer texts, which provide a student view of whether it would be appropriate to designate a stand-alone module specifically for the delivery of these principles. The key concepts of IL are currently found embedded within the core programme. It is suggested that the introduction of a distinct module may more appropriately reflect stakeholder requirements, including LIS students’ combined needs as producer-consumers of IL interventions in their study and practice. There is an increasing requirement for them to develop, deliver and evaluate good-practice interventions in the workplace. This work builds on existing discussions around IL as a discipline and the changing role of the librarian. The analysis is substantially informed by the participants’ views. It suggests that while embedding IL in the library school curriculum can address the consumer-IL needs of the participants as students, a more explicit focus will support development of their professional-IL needs.

Understanding international users' library experience in the Digital Age – joining the behavioral and experiential aspects

Purpose: The purpose of this paper is to describe, analyze and understand international users' library experience in the Digital Age in order to inform library service design and ensure it provides an inclusive environment. In this study, the behavioral and experiential aspects of user library experience are merged to develop essential interconnections between information behavior (IB) and user experience (UX) in the context of the academic library with the goal of constructing a more holistic understanding of ‘library experience. Design/methodology/approach: The study was built on the concept “library experience” through analyzing its essential components of IB and UX. It was developed through findings from mixed methods research, consisting of the quantitative investigation from a library log analysis, and qualitative investigations via cognitive mapping exercises and semi-structured interviews, both targeted on the largest single group of international students in United Kingdom – international Chinese students. Findings: The findings demonstrated the complexity and multilayered characteristics of international Chinese students' library context, and three unique contexts emerged from the data shaping their library experience. Building on the previous findings on the connections between IB and UX, the work attempted to redefine “library experience” by joining both behavioral and experiential aspects. It is found that the key components of cultural library experience are the multilayered context, cultural group's perception needs, sense-making process and subjective evaluations. Originality/value: This study joins the behavioral and experiential perspectives together to explore library experience in a more holistic way and proposes a systematic structure to understand and analyze library experience, especially that of international users in a cross-cultural context, which, in turn, will better serve their information needs and inform the design of a more equal and inclusive library system

"Intellectual and Practical Knowing": the introduction of the Professional Knowledge and Skills Base at University College London

Early work in progress paper, reporting on questionnaire-based survey of students working with the new self-assessment professional development tool (Professional Knowledge and Skills Base (PKSB)) provided by the UK professional association (CILIP). Discussion of the sociology of professionalization identifies Wilensky’s Process of Professionalization as a useful starting point for discussion. Provides historical overview of the association’s seminal involvement in the creation of Library and Information Studies (LIS) as a discipline in the UK. Highlights the importance of the reflective practitioner within LIS education. The first in a series of papers that will explore the implementation of the PKSB within the academic setting in the three-year period 2014-2017.ye

A study of the information needs of the users of a folk music library and the implications for the design of a digital library system

A qualitative study of user information needs is reported, based on a purposive sample of users and potential users of the Vaughan Williams Memorial Library, a small specialist folk music library in North London. The study set out to establish what the user’s (both existing and potential) information needs are, so that the library’s online service may take them into account with its design. The information needs framework proposed by Nicholas (2000) is used as an analytical tool to achieve this end. The demographics of the users were examined in order to establish four user groups: Performer, Academic, Professional and Enthusiast. Important information needs were found to be based on social interaction, and key resources of the library were its staff, the concentration of the collection and the library’s social nature. A collection of broad design requirements are proposed based on the analysis and this study also provided some insights into the issue of musical relevance, which are discussed

Associations between genetic obesity susceptibility and early postnatal fat and lean mass: an individual participant meta-analysis

IMPORTANCE: Patterns of body size and body composition associated with genetic obesity susceptibility inform the mechanisms that increase obesity risk. OBJECTIVE: To test associations between genetic obesity susceptibility, represented by a combined obesity risk-allele score, and body size or body composition at birth to age 5 years. DESIGN, SETTING, AND PARTICIPANTS: A total of 3031 children from 4 birth cohort studies in England, France, and Spain were included in a meta-analysis. EXPOSURES: A combined obesity risk-allele score was calculated from genotypes at 16 variants identified by genome-wide association studies of adult body mass index (BMI). MAIN OUTCOMES AND MEASURES: Outcomes were age- and sex-adjusted SD scores (SDS) for weight, length/height, BMI, fat mass, lean mass, and percentage of body fat at birth as well as at ages 1, 2 to 3, and 4 to 5 years. RESULTS: The obesity risk-allele score was not associated with infant size at birth; at age 1 year it was positively associated with weight (β [SE], 0.020 [0.008] SDS per allele; P = .009) and length (β [SE], 0.020 [0.008] SDS per allele; P = .01), but not with BMI (β [SE], 0.013 [0.008] SDS per allele; P = .11). At age 2 to 3 years these associations were stronger (weight: β [SE], 0.033 [0.008] SDS per allele; P  .15 at all ages). CONCLUSIONS AND RELEVANCE: Genetic obesity susceptibility appears to promote a normally partitioned increase in early postnatal, but not prenatal, growth. These findings suggest that symmetrical rapid growth may identify infants with high life-long susceptibility for obesity

Sleep duration in preschool age and later behavioral and cognitive outcomes:an individual participant data meta-analysis in five European cohorts

Data de publicació electrònica: 07-02-2023Short sleep duration has been linked to adverse behavioral and cognitive outcomes in schoolchildren, but few studies examined this relation in preschoolers. We aimed to investigate the association between parent-reported sleep duration at 3.5 years and behavioral and cognitive outcomes at 5 years in European children. We used harmonized data from five cohorts of the European Union Child Cohort Network: ALSPAC, SWS (UK); EDEN, ELFE (France); INMA (Spain). Associations were estimated through DataSHIELD using adjusted generalized linear regression models fitted separately for each cohort and pooled with random-effects meta-analysis. Behavior was measured with the Strengths and Difficulties Questionnaire. Language and non-verbal intelligence were assessed by the Wechsler Preschool and Primary Scale of Intelligence or the McCarthy Scales of Children's Abilities. Behavioral and cognitive analyses included 11,920 and 2981 children, respectively (34.0%/13.4% of the original sample). In meta-analysis, longer mean sleep duration per day at 3.5 years was associated with lower mean internalizing and externalizing behavior percentile scores at 5 years (adjusted mean difference: - 1.27, 95% CI [- 2.22, - 0.32] / - 2.39, 95% CI [- 3.04, - 1.75]). Sleep duration and language or non-verbal intelligence showed trends of inverse associations, however, with imprecise estimates (adjusted mean difference: - 0.28, 95% CI [- 0.83, 0.27] / - 0.42, 95% CI [- 0.99, 0.15]). This individual participant data meta-analysis suggests that longer sleep duration in preschool age may be important for children's later behavior and highlight the need for larger samples for robust analyses of cognitive outcomes. Findings could be influenced by confounding or reverse causality and require replication.Open Access funding enabled and organized by Projekt DEAL. This research (LifeCycle Project ID: ECCNLC201914) was funded by the European Union’s Horizon 2020 research and innovation programme under Grant Agreement N: 733206, LifeCycle project. Kathrin Guerlich was granted a LifeCycle Fellowship (Grant Agreement N: 733206, LifeCycle project). Berthold Koletzko is the Else Kröner Seniorprofessor of Paediatrics at LMU – University of Munich, financially supported by Else Kröner-Fresenius-Foundation, LMU Medical Faculty and LMU University Hospital. Deborah A Lawlor and Ahmed Elhakeem work in a Unit that receives support from the University of Bristol and UK Medical Research Council (MC_UU_00011/6). Deborah A Lawlor is a British Heart Foundation Chair (CH/F/20/90003) and a National Institute of Health Research Senior Investigator (NF-0616–10102). Mònica Guxens is funded by a Miguel Servet II fellowship (CPII18/00018) awarded by the Spanish Institute of Health Carlos III. Jordi Julvez holds Miguel Servet-II contract (CPII19/00015) awarded by the Instituto de Salud Carlos III (Co-funded by European Social Fund "Investing in your future"). Tim Cadman was funded a Marie Sklodowska-Curie Individual Fellowship. Funding details for each cohort are provided in Online Resource 1. No funder had any influence on the study design, data collection, statistical analyses or interpretation of findings. The views expressed in this paper are those of the authors and not necessarily of any funders

Influence of Maternal Lifestyle and Diet on Perinatal DNA Methylation Signatures Associated With Childhood Arterial Stiffness at 8 to 9 Years

Increases in aortic pulse wave velocity, a measure of arterial stiffness, can lead to elevated systolic blood pressure and increased cardiac afterload in adulthood. These changes are detectable in childhood and potentially originate in utero, where an adverse early life environment can alter DNA methylation patterns detectable at birth. Here, analysis of epigenome-wide methylation patterns using umbilical cord blood DNA from 470 participants in the Southampton’s Women’s Survey identified differential methylation patterns associated with systolic blood pressure, pulse pressure, arterial distensibility, and descending aorta pulse wave velocity measured by magnetic resonance imaging at 8 to 9 years. Perinatal methylation levels at 16 CpG loci were associated with descending aorta pulse wave velocity, with identified CpG sites enriched in pathways involved in DNA repair (P=9.03×10−11). The most significant association was with cg20793626 methylation (within protein phosphatase, Mg2+/Mn2+ dependent 1D; β=−0.05 m/s/1% methylation change, [95% CI, −0.09 to −0.02]). Genetic variation was also examined but had a minor influence on these observations. Eight pulse wave velocity-linked dmCpGs were associated with prenatal modifiable risk factors, with cg08509237 methylation (within palmitoyl-protein thioesterase-2) associated with maternal oily fish consumption in early and late pregnancy. Lower oily fish consumption in early pregnancy modified the relationship between methylation and pulse wave velocity, with lower consumption strengthening the association between cg08509237 methylation and increased pulse wave velocity. In conclusion, measurement of perinatal DNA methylation signatures has utility in identifying infants who might benefit from preventive interventions to reduce risk of later cardiovascular disease, and modifiable maternal factors can reduce this risk in the child