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5856 results in Facet Publishing

Page 91 of 293

Bibliotherapy
  • Edited by Sarah McNicol, Liz Brewster
  • Published by:
    Facet
    Published online:
    21 September 2019
    Print publication:
    07 August 2018
  • The basic premise of bibliotherapy is that information, guidance, wellbeing and solace can be found through reading. This book draws on the latest international practical and theoretical developments in bibliotherapy to explore how librarians, healthcare providers and arts organizations can best support the health and wellbeing of their communities.There is no standard approach to bibliotherapy. This book considers how different theories apply to different types of bibliotherapy, using case studies to illustrate how particular approaches can be used across a broad range of settings and with a variety of user groups. By focusing on the theoretical basis and history of bibliotherapy, as well as current practice, it helps to identify areas in which bibliotherapy could grow as a field of study and of practice.Bibliotherapy programmes using books to support good mental health are found around the world. The editors and their contributors present examples from public libraries, academic libraries and healthcare settings internationally - including the UK, North and South America, and Australasia. Collaboration and diversity are key themes: engaging in bibliotherapy offers librarians key opportunities to collaborate with partners outside the profession, while engaging with more diverse audiences.The book will be of interest not only to researchers and theorists, but equally to those managing bibliotherapy programmes in health, public and academic libraries. It will also be very useful for healthcare providers and those with an interest in wellbeing more generally.

  • 9 - The end of archival ideas?

    • By Craig Gauld, Lecturer in Archive and Information Studies, Centre for Archive and Information Studies (CAIS), at the University of Dundee in Scotland
  • Edited by Caroline Brown
  • Book:
    Archival Futures
    Published by:
    Facet
    Published online:
    01 June 2019
    Print publication:
    07 August 2018, pp 137-154

  • Summary

    The central structure of this chapter is indebted to Robert Rowland-Smith, consultant, writer and lecturer on philosophy, literature and psychoanalysis. In 2015, he argued that we are coming to the end of the Age of Ideas. In doing so, he examined how different ‘ages’ – of superstition, religion, reason and ideas – have emerged and gradually been eclipsed. His Ages of Reason and Ideas, and their subsequent deaths, chimed with thoughts the author had been having about the archival sphere and have been co-opted here.

    (Rowland-Smith, 2015)

    Introduction

    Caroline Brown, in the introduction to Archives and Recordkeeping: Theory into Practice, began with the following quotation from Anthony Kenny's A New History of Western Philosophy:

    Thomas Carlyle … was once reproached by a businessman for being too interested in mere ideas. ‘There was once a man called Rousseau’, Carlyle replied, ‘who wrote a book containing nothing but ideas. The second edition was bound in the skins of those who laughed at the first’.

    (Brown, 2014, xi)

    This quotation was used as a tool to lead into the professional schism that exists within the recordkeeping community between theory and practice. The stated purpose of the book was to ‘demonstrate the value of thinking about theory and its relationship with the practical world’ (Brown, 2014, xi). That there was a need for a publication with such a purpose is strange because we have, as a profession, fallen in love with ideas. Since the middle of the 1970s – from around the time of the publication of F. G. Ham's ‘The Archival Edge’ and the creation of the Archivaria journal in 1975 – the archival community has embraced innovative ideas and theories.

  • 7 - Managing Information or Managing Records?

  • Geoffrey Yeo, University College London
  • Book:
    Records, Information and Data
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 163-190

  • Summary

    Introduction

    The view that information is an affordance – an intangible benefit that records or other resources afford to those who use them in particular ways – is not a view likely to be shared by proponents of ‘information management’. Influential voices now affirm that, at least in organ - izational settings, information is an objective commodity, which can and should be controlled, managed and systematised. Other voices, often equally influential, affirm that record-keeping and information management practices have converged and that there is now, or should now be, no effective difference between them. Yet we have seen that, at a conceptual level, our understandings of records and our understandings of information diverge considerably. Records play complex roles in social action, which transcend the capture or supply of information; ideas about information are commonplace in writings about record-keeping, but do not appear to provide an adequate basis for comprehending the complexity of records and their functioning in human society. We seem to have reached a point of critical difficulty, especially if we want to build bridges between conceptual understandings and the field of professional practice.

    With this difficulty in mind, this chapter looks more closely at how information and its management are perceived by information managers, and at how the concepts and working practices of ‘information management’ – as they are commonly understood by information managers and data administrators – relate to concepts and practices of record-keeping. Building on the arguments put forward in earlier chapters, it examines points of contact as well as points of divergence, but concludes that record-keeping has different aims and scope and must therefore remain a distinct practice.

    Conceptions and practices of ‘information management’: information as proposition

    Although the term ‘information management’ is widely used, and its practice widely advocated, in government agencies and commercial businesses in 21st-century western societies, its conceptual framework and operational scope are not always wholly clear. Its proponents rarely agree on precisely what is meant by ‘information’, and sometimes affirm that each organization needs to define the term in its own way to suit its own needs.

  • Introduction

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

  • Summary

    It is often said that we live in an information age. Our ability to deploy information creatively, we are told, makes our lives today radically different from those of our ancestors. One commentator has affirmed that we are experiencing a ‘third wave’ in the way that humans organise their affairs, and that new forms of society based on information are superseding the agricultural and industrial societies of the first and second waves (Toffler, 1980). Another commentator, using a different metaphor and a different approach to enumerating change, has described a ‘fourth revolution’ founded on information: a revolution whose achievements may alter our understandings of human existence as profoundly as the earlier ‘revolutions’ generated by the works of Copernicus, Darwin and Freud (Floridi, 2014). Although information was not always highly esteemed in the past, it is now widely perceived as ‘the stuff of human communication’, a constitutive force in society and a ‘universal principle’ at work in the world (Balnaves and Willson, 2011, 4–6, 31).

    Claims such as these need not be accepted uncritically, but cannot be ignored; our contemporary environment is undoubtedly one in which information is accorded a leading role. In the sub-title of this book, I refer to this phenomenon as an ‘information culture’. Other writers have sometimes understood ‘information culture’ as the range of attitudes towards information shown by the staff of a particular organization; from this perspective, ‘an organization has a mature information culture when it … easily … uses information in its everyday activities’ (Svärd, 2017, xi). Writers who adopt this view tend to assume that information belongs in an organizational context and that the main issue to be addressed is the extent to which an organization's employees acknowledge the value of information and the benefits of using it. This book, however, challenges some of these assumptions. It suggests that notions of information as a beneficial commodity cannot simply be taken for granted, and it places ‘information culture’ at societal rather than primarily organizational level, using the term in a broadly similar way to writers such as Steven Lubar (1999) and Luke Tredinnick (2008), to refer to a contemporary culture in which leading figures in governments, universities, the computer industry and the popular media promote information as a commodity of central importance.

  • 6 - Students in the SADL: Lessons From LSE's Digital Literacy Programme

  • from Part II - Learning in a Digital World
    • 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 83-96

  • Summary

    Introduction

    Student Ambassadors for Digital Literacy (SADL) was a student digital literacies programme that ran at London School of Economics and Political Science (LSE) from 2013 to 2016. This chapter provides an overview of the lessons learned during its three years. It draws on the evaluation work conducted at the end of each academic year to understand the impact of SADL and reflects on the approach taken and challenges faced. It also highlights several important issues that student partnership projects and digital literacy progammes need to address if they are to be successful. Although the programme ultimately did not continue and recruited relatively small numbers of students, the impact on the students who took part was considerable. The benefits to students who became senior ambassadors and worked alongside staff was particularly significant. SADL also influenced a number of other universities to set up similar digital literacy ambassador schemes and was highlighted by Jisc as an example of good practice in developing staff– student partnerships and in supporting student digital literacies (Jisc, 2016).

    The programme was modified after the first two years and enhancements were made following feedback from the student participants and staff teaching on the programme. Devising the content of the course and engaging with students was one of the least challenging aspects of SADL. Student feedback on the format and content of workshops was highly positive and suggested they developed a range of skills through participating in the programme. However, one of the biggest challenges was justifying the resources required to sustain and make the programme scalable. This chapter highlights two important issues for others to address when working in this field:

  • • establish, scope and acquire the resources needed to ensure a programme is scalable beyond a small-scale pilot

  • • build evaluation into the programme and have jointly agreed measures of success with all project stakeholders.

    • These issues are explored in the chapter in the section ‘Challenges’ and should be of particular interest to those developing digital literacy programmes in further and higher education.

    The institutional context

    LSE is specialist, research-led university focusing on the social sciences, based in central London, with approximately 9000 full-time equivalent students. It has an international reputation for research with a relatively small undergraduate population (approximately 4500 students).

  • 11 - Engaging young people in bibliotherapy and reading for wellbeing

  • 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 153-162

  • Summary

    Introduction

    As a result of the success of the Reading Well Books on Prescription programme with the development of both the adult mental health and dementia schemes, The Reading Agency and the Society of Chief Librarians (SCL) decided in 2015 to extend the programme to cater for young people. This was the first time a Reading Well Books on Prescription scheme had not focused primarily on an adult audience and the challenge of engaging young people in a reading for wellbeing programme was acknowledged.

    The main challenge was presented by the fact that young people tend to engage less with reading-based activity than any other age group. Research shows that 44% of young people aged 16–24 do not read for pleasure (The Reading Agency, 2017) and many young people have negative attitudes to reading, with 28% of young people saying that they only read when they have to (Statista, 2017).

    It was clear, however, that there was an evident need for a Books on Prescription-style intervention to support young people's mental health and wellbeing. The increasing challenges around young people's mental health and wellbeing have been well documented in the media in recent years and there are statistics that confirm these assertions. The Mental Health Foundation (2017) note that: 20% of adolescents may experience a mental health problem in any given year; 50% of mental health problems are established by the age of 14; and up to 70% of children and adolescents who experience mental health problems have not had appropriate interventions at a sufficiently early age. Contemporary pressures, such as widespread family breakdown, school exam stress, 24-hour social networking and an increase in bullying, have serious implications for the mental health of young people.

    The need for this intervention for young people therefore outweighed the possible challenges that might be faced during development and delivery. This chapter outlines the measures that have been taken both in the development and delivery of the scheme that have ensured its success in engaging young people.

    About Reading Well for young people

    Reading Well for young people is the third strand of the Reading Well Books on Prescription programme, and is developed in partnership with The Reading Agency, the SCL and the Association for Senior Children's and Edu - cation Librarians (ASCEL).

  • 8 - The accidental archive

    • By Michael Moss, Emeritus Professor in the iSchool at Northumbria University, UK., David Thomas, Northumbria University in the UK
  • Edited by Caroline Brown
  • Book:
    Archival Futures
    Published by:
    Facet
    Published online:
    01 June 2019
    Print publication:
    07 August 2018, pp 117-136

  • Summary

    Introduction

    In the Chinese philosopher Zhuangzi's famous parable, Zhuang Zhou dreams he is a butterfly, only to awake to discover that he was a man, but he is left with the nagging doubt as to whether he was Zhuang Zhou who had dreamed he was a butterfly or if he was a butterfly dreaming he was a man (Giles, 1926, 47). Brewster Kahle dreamed he could archive the internet, but in this chapter we will argue that he will wake up one day to find that the internet has archived him. Far from being an object that is archived, we will argue that the internet is itself an archive, but one which does not conform to the rules of archiving as we know them. The chapter will further go on to dem - onstrate that, like the world in which men can wake up to find they are butterflies, the internet as archive has a unique ability to change the past as well as the present. Those of us who work in the field of memory institutions need to confront this new world in which the internet is not archived but is the archive, not by claiming that it is not but by exploring its properties and possibilities.

    In 2011, the Cinque Port Scribes mounted The Last Word exhibition that toured five of the churches on Romney Marsh: ‘using redundant books and calligraphy developed as part of a discussion of digital books and their impact on the printed book market and whether this may lead to printed books becoming as precious as the hand-written manuscripts they originally represented’. Perhaps surprisingly it was not a lament but a paean of wonder at the potential of this new form of communication.

    One piece made from beautifully scripted strips of paper was ‘Els’ Chrysalis’ by Els Van Den Steen with the legend: ‘Metamorphosis – to be reborn anew to live again’ Beside it the artist had written poignantly: ‘The metamorphosis of the printed book is taking place right now! And just like before, the written word is evolving into a new form … To achieve the decomposing effect of the printed book, I used a rifle and a shotgun … Will the new ebook be a beautiful butterfly?’

  • Introduction

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

  • Summary

    Much has been written about the fast-changing world in which we live and the impact that technological change is having on every part of life. Routine services and transactions take place online, whether doing the weekly shop, applying for jobs or accessing the benefits one is entitled to. Students at all stages of education are required to use digital tools and to make sense of online information in order to learn and to be prepared for the workplace. The world of work today may bear little relation to that of tomorrow, so we are educating people not just for current employment, but for jobs that do not yet exist. Alongside all of that, our worldview is likely to be shaped by the interactions we have via social media. This can have positive effects on health, wellbeing and quality of life, overcoming social isolation and loneliness. It also requires the skills and confidence to deal with unwanted behaviour such as cyberbullying, or scams and hoaxes. How can we engage with and make the most of the opportunities that ‘digital’ offers, while avoiding the negative aspects?

    The term ‘digital literacy’ has been in common usage for some years, with a variety of interpretations of what it means. These range from basic access through to sophisticated ‘maker’ skills. Many frameworks and models are available, created to support particular constituencies of learners, and often focusing on skills and competencies. More recently, ‘digital literacy’ has evolved into ‘digital capabilities’, encompassing the skills that staff and students in further and higher education settings require to teach, learn and thrive in a digital environment.

    Our own experience in UK higher education is lengthy and varied. As educators and information professionals at the Open University we have worked extensively to support distance learners by developing resources and frameworks such as the Open University's Digital and Information Literacy Framework and the collection of online bite-size learning materials in Being Digital. More recently, the focus has been on staff digital capabilities, and rolling out a programme of development for frontline teachers. We are also engaged in supporting academic colleagues to design learning that maximises the potential of the digital environment.

  • 10 - Developing Library Staff Digital Literacies

  • from Part III - Developing Staff Digital Literacies
    • By Charles Inskip, senior lecturer and the Programme Director on the MA Library and Information Studies at University College London (UCL).
  • Edited by Katharine Reedy, Jo Parker
  • Book:
    Digital Literacy Unpacked
    Published by:
    Facet
    Published online:
    24 September 2019
    Print publication:
    07 August 2018, pp 139-152

  • Summary

    Introduction

    As the 21st century progresses it has become increasingly apparent that the library and information profession's role needs to adapt continually to the dynamic context caused by the impact of digitisation. The development of the profession over the last century has reacted to regular changes in circumstances and ways of thinking, so this is nothing new (Abbott, 1988). While there are some obvious important stakeholders to be considered – the individual, the employer, the professional association and the library school – there are others that have a key role to play in contributing to and supporting the development of librarians. In this chapter, we will look at a variety of these stakeholders, and explore how they are supporting librarian development, focusing on digital literacies.

    We will look at some of the literature around the changing roles of librarians and consider the recent professional context. We will then examine some of the fundamental drivers in library staff development, including the recent impact of the use of digital capability as a quality measurement. This chapter will provide an overview of the landscape and offer up some ideas about how librarians can contribute to their own and their colleagues’ development of digital literacies.

    A survey of UK heads of service undertaken by Society of College, National and University Libraries (SCONUL) considered and explored six main capabilities derived from the Jisc Seven Elements of Digital Literacies model: ICT/computer literacy, information literacy, media literacy, communication and collaboration, digital scholarship and learning skills (SCONUL, 2012). The survey findings demonstrated various levels of current expertise in these literacies and identified priorities in their development (Inskip, 2016) and a high level of support within the workplace for staff development, particularly with a role or sector-specific focus. Wider contributions from professional associations and library schools were considered by the participants to be of less importance than workplace delivery. This chapter builds on the SCONUL findings by exploring how digital literacies are conceived and considering the role of the librarian as a developer of these literacies in others.

    Digital literacies

    First of all, we need to clarify where we stand on the meaning of ‘digital literacy’ (or ‘literacies’). There has been much discussion on defining this multi-faceted terminology through the literature (e.g. Bawden, 2001; Pinto, Cordón, and Díaz, 2010; Webber and Johnston, 2017).

  • 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.

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