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"The first in the new ALA Programming Guides series, this book walks you through the process of program development and event planning in two parts. The first section is a "how-to" that prepares you to: -- Conduct demographic analysis and target the audience in your community -- Tie your library's mission to specific program offerings -- Raise funds and generate publicity -- Produce programs that run smoothly from start to finish The second section features more than 20 "five-star" programs from around the country. Reading about a variety of successful programs from film series and book discussions to art classes and topical panels, you'll be inspired with ideas for your own programs. Packed with more than 30 sample talking points, surveys, newsletters, press releases, scheduling tools, and checklists, you can hit the ground running and bring your adult programming services to life."

"Adult attachment yang telah dibangun sejak kecil berpotensi mendasari bagaimana individu memandang orang lain sebagai sumber bantuan, termasuk di dalamnya pihak profesional. Penelitian ini menguji perbedaan sikap terhadap pencarian bantuan psikologis profesional berdasarkan tipe-tipe adult attachment pada laki-laki dewasa awal, mengingat kebutuhan laki-laki dewasa awal yang tinggi akan bantuan psikologis. Penelitian serupa yang dilakukan sebelumnya masih menunjukkan adanya inkonsistensi hasil dan masih sangat sedikit penelitian terkait yang berfokus pada laki-laki dewasa awal. Pengukuran terhadap variabel dilakukan menggunakan Attitude Toward Seeking Professional Psychological Help-Short Form (ATSPPH-SF) dan Experience in Close Relationship Scale-Short Form (ECR-S). Penelitian dilakukan terhadap 194 partisipan dan menunjukkan tidak adanya perbedaan sikap terhadap pencarian bantuan psikologis profesional yang signifikan pada laki-laki dewasa awal berdasarkan tipe-tipe adult attachment. Laki-laki dewasa awal dengan tipe fearful ditemukan memiliki rata-rata skor sikap terhadap pencarian bantuan psikologis profesional tertinggi. Penelitian ini berimplikasi pada pentingnya memfokuskan intervensi pada faktor yang telah diketahui berkontribusi pada sikap laki-laki dewasa awal terhadap pencarian bantuan.

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Adult attachment evolved since childhood can potentially explain how individuals view other people, including professional parties, as a source of assistance. This study examines differences in attitudes towards seeking professional psychological help based on adult attachment types in emerging adult males, taking into account the significance of this type of assistance among adult males. Previous studies have shown inconsistencies in results and merely a few of those addressed the focus on emerging adult males. The measurement was carried out using the Attitude Toward Seeking Professional Psychological Help-Short Form (ATSPPH-SF) and the Experience in Close Relationship Scale-Short Form (ECR-S). The study was conducted on 194 participants. The results show that there is no significant difference in attitudes towards seeking professional psychological help among emerging adult males based on the types of adult attachments. Emerging adult males with fearful adult attachment are found to have the highest mean score of attitudes toward seeking professional psychological help. These research findings imply the importance of focusing the interventions on some contributing factors considered as strong predictors of emerging adult males’ attitude towards seeking professional psychological help."

"Penggunaan metode pembelajaran jarak jauh dijenjang perguruan tinggi semakin meningkat terutama sebagai alternatif selama masa pandemi COVID-19. Kondisi ini mengharuskan mahasiswa memiliki kemampuan regulasi belajar secara mandiri yang baik. Penelitian terdahulu menemukan bahwa faktor individual seperti literasi digital, attitudes toward e-learning, dan task value berkorelasi positif dengan self-regulated learning. Penelitian ini bertujuan untuk menguji hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning dengan peran moderasi dari task value. Sebanyak 538 mahasiswa (17-25 tahun) dari 10 perguruan tinggi negeri berpartisipasi dalam penelitian ini. Literasi digital diukur menggunakan Self-Perceived Evaluations of Digital Literacy Competencies; attitudes toward e-learning diukur menggunakan E-Learning Attitudes Questionnaire; task value diukur menggunakan The Subjective Task Value (STV) Instrument; dan self-regulated learning diukur menggunakan Self-Regulated Online Learning Scale. Hasil penelitian menunjukkan bahwa task value signifikan memoderasi hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning. Dengan demikian, literasi digital dapat mendukung kemampuan self-regulated learning melalui attitudes toward e-learning dan diperkuat dengan adanya task value pada mahasiswa yang mengikuti pembelajaran jarak jauh.

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Distance learning methods has massively been conducted by higher education institutions as an alternative during the COVID-19 pandemic. Distance learning requires students to have good self-regulated learning skills. Previous studies have found that learner factors such as digital literacy, attitudes toward e-learning, and task value were positively correlated with self-regulated learning. This study aimed to examine the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning with the role of task value as a moderator. The research samples involved 538 college students (17-25 years) from 10 public universities. Digital literacy was measured using the Self-Perceived Evaluations of Digital Literacy Competencies. While attitudes toward e-learning were measured using the E-Learning Attitudes Questionnaire. This study also performed the Subjective Task Value (STV) Instrument to measure task value and the Self-Regulated Online Learning Scale to measure self-regulated learning. The results show that task value significantly strengthened the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning. Hence, digital literacy can support self-regulated learning through mediation of attitudes towards e-learning and is strengthened by task values ​​of college students in distance learning."