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A certain Rural District Council has recently passed a resolution which included the following phrase:—“This Council views with alarm the increase in the cost of the County Library service . …” The Chairman of the Council, in proposing the resolution is reported as having said:—“I am not objecting to the library service itself, but to the terrific cost of running it. This item ought not to be increased any further. It is not right that ratepayers should be asked to pay for people to read Forever Amber and Our Dearest Emma. It would be all right if the service was all educational, but it is not”.

This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the way their middle leadership is practiced. Leadership identity, an internal narrative of oneself as a leader which is practised professionally in context, represents a concept that is best understood as being unique to an individual, enduring over time, and a consequence of human experiences. Middle leadership is often the first promotion for teachers from teacher to leader and, as such, how middle leaders perceive themselves as a leader and how this formative process of leadership identity underpins middle leaders’ practices can make a significant impact on a leader’s decision making, professional relationships, behaviours, and actions. This chapter is co-authored by two researchers and two middle leaders with the intention of understanding middle leader identity development and its influence on middle leadership practices. Using interviews, middle leaders’ stories of identity were co-composed and re-storied to construct each middle leader’s narrative. This chapter concludes with a discussion on the influences of identity for middle leaders and considerations for leadership development.

IT is too early to examine what the change of Government may portend for libraries sustained attract malign attention from any party. We are aware enough, however, that a time of financial stringency lies ahead for every public activity. In book production, the restrictions on imports may worsen a position which is bad enough as it is. There may not be a sinister intention in the gesture of cutting the salaries of Cabinet Ministers by a sum which for several of them represents about £25 or about a half crown a week on such salaries as librarians earn. We hope there is not. Although all good Britons will make necessary sacrifices; but they want to be sure that they are necessary and not, as usually is the case, merely attacks on public servants. We are told that there will be no Geddes axe this time, but experience shows that the politician can always find a way of reversing a statement in what he imagines to be the public interest. Fortunately those likely to be affected are better organized than they were in the early twenties.

Dedicated to our dear families and friends, with special thanks to Champagne, Tuxedo, Zack, Emma, Molly, Googun, Lisa, Calvin, and David for their understanding and support

This paper presents a case study concerning the recovery of a young woman's wellbeing after a personal crisis in the summer of 2019. The analytical approach used draws on a conceptual model where wellbeing is a balance point between an individual's resources and the challenges they face. Therefore, stable wellbeing is when individuals have the physical, psychological and social resources they need to meet the physical, psychological and or social challenges they face. When individuals have more challenges than resources, the balance dips, along with their wellbeing, and vice versa. After outlining the theoretical base of the model, this paper presents a highly subjective analysis of the challenges faced by and resources available to the young woman in the case study. The daughter of a pig man and a Horrobin, she had worked three jobs in order to purchase a house for her young family. Her plans were precipitously destroyed leading to a breakdown in her marriage. This paper considers her path to recuperation in the aftermath of the crisis with a reference to her notion that ‘security is everything.’

Historical women played a key role as social advocates for people and most especially, children of immigrant families. Educators for social justice bring lives and actions of women into the social studies curriculum and instruction to inspire students to become critically questioning citizens who stand up for all citizens in society. Following the societal code of authority is not always the moral and ethical course of action. Social action takes conscientious courage and a strong sense of morality to stand up for the least among us.

Following the recent publication of the Collected correspondence of the Royal Society of Literature, that well known Old Firm, book packagers to HM Stationery Office, Diplock, Denning and Devlin is/are preparing an œuvre drawn from the files of various Copyright Offices. An advanced dummy has fallen into our hands at the Frankfurter Bookfest…

Now and again the discourse of women's violence being ignored and minimised emerges, but what is already known about this subject? Within the domestic abuse literature, there appears to be a weighty discord between Violence Against Women and Girls (VAWG) and family conflict researchers. Both groups present very distinct findings regarding the motives and prevalence of women's use of violence. This theoretical chapter aims to provide an historical and contemporary grounded overview of how women's use of violence in domestic abuse incidents has been depicted in the literature within these two groups of researchers (VAWG and family conflict). This analysis will be especially focussed on the underlying rationale behind women's violence and its prevalence and impact.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.