Information for Social Change

Information for Social Change is an activist organisation that examines issues of censorship, freedom and ethics among library and information workers. ISC publishes its own journal, Information for Social Change (freely available online at See full list of my publications below.

Cultural, Media, Literature related essays

For Cultural, Media, Literature related essays available online see my writing page.


  • Research grant: Arts & Humanities Research Board, 10/99.
  • University of Liverpool dissertation award 2000.
  • Award by MCB Press in recognition of research project, (for MA awarded by Liverpool John Moores University – Summer 2000.)

Books / Chapters

  • Catherall, Paul (2006). ‘Accessibility Issues for Web-Based Information/Knowledge Management Systems’ (chapter) in Knowledge Management: Practical, Social, Cultural and Theoretical Perspectives edited by Ruth Rikowski. Oxford, Chandos Publishing, 2006, ISBN 1843341891 (paperback) / 1843341395 (hardback).
  • Catherall, Paul (2005). Foibles, Frolics and Phantasms: Illustrated Poems (1995- 2005). Baltimore, PublishAmerica, ISBN: 1424113997.
  • Catherall, Paul (2005). Delivering E-learning for Information Services in Higher Education. Oxford, Chandos Publishing, ISBN 184334 0887 (paperback) / 184334095X (hardback). Also see the Web site of “Delivering E-Learning for Information Services in Higher Education” (Woodhouse Publishing 2005).
  • Catherall, Paul (2011). ‘Learning systems in post-statutory education’ (chapter) in Digitisation Perspectives, Sense Publishing.

Informally Published Items

Journals / Professional Publications/ Zines

Short commentary

Other Library and Information related essays available online

Research Degree My research degree concerns skills requirements for educational technology  use among students studying in a distributed (mixed e-learning and class-based)  context. My research project title is: ‘What are the skills challenges faced  by students in the use of educational technology? Perceptions of undergraduate  students studying professional courses in a part-time, distributed study context.

Older Proposals