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These findings emphasize the role of the school as a social compensator for the adverse effects of a disturbed family environment.

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This study represents the first rigorous evaluation of a social-emotional learning curriculum, PATHS (Promoting Alternative Thinking Strategies; Kusché & Greenberg, 1994), in elementary schools in Croatia. This study randomly assigned 29 schools to receive the universal preventive intervention or continue with usual practices. Within those schools, this study included 57 classrooms and 568 children. Teachers rated nine child behaviours in the middle of first grade (pre-intervention) and near the end of second grade (post-intervention). Hierarchical linear models, nesting children within classrooms, revealed few changes in behaviour across the sample as a whole or among higher risk children. However, there were changes on eight of the nine behaviours for lower risk children. The findings are considered in the context of the classroom culture and teachers' preparation and readiness to implement a social-emotional learning curriculum in Croatia. This study highlights the need to supplement universal preventive interventions with selective preventive interventions that can provide more intensive and targeted skill practice for higher risk children. This study also highlights the nuanced effects of a universal preventive intervention in helping different children in different ways.

The proposed poster poster presents findings of a case study involving undergraduate students enrolled in an information literacy course that were surveyed regarding their experiences managing information found online. While information literacy courses teach students to identify, seek, analyze, and use needed information, it does not prepare them to manage and store information encountered while online. INTRODUCTIONInformation comes to students in many forms and through many channels without active seeking or requesting it. In a society overwhelmed by the sheer mass of information available, it is just as easy for individuals to ignore information they have not actively sought or requested. Information literacy seeks to solve problems associated with information overload through the provision of a skills set to assist individuals in recognizing "when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (ACRL, 2000; ALA, 1989).Emerging technologies have changed the way that we, as a society, interact with information as well as the extent to which we use technology to communicate. Information literacy in the 21 st century needs to address information users as both passive and active receivers of information so that they are able to seek needed information as well as accept, gather, store, and retrieve information from a variety of sources. This includes the ability of a user to store and organize information in anticipation of a future need (Bruce, 1998). Friedel (2001 noted that "insight is every bit as important as the accident" (p. 38) so although it is very possible that needed information may be stumbled upon accidentally, if the individual is unable to make the link between the information they have encountered and a need they have, the information will not be made use of. Information encountered by students requires they have practical skills that will assist them in managing unexpected information so that they may use it at a later time.The proposed poster presents the results of a case study focused on the personal information management behaviors of students when they search for as well as encounter unexpected information. The research questions guiding this study are as follows:1. How frequently do students encounter problems managing information found online? 2. Are students interested in learning personal information management skills? 3. What tools do students currently use to manage information they find or encounter online? BACKGROUND Personal information management