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The question of public reading - of access to published works, news-papers, and to information in general - is a major challenge in developing countries. Public reading does not replace education or literacy policies. It is far more important because it firmly establishes access to knowledge into day-to-day reality, and gives everyone the possibility of an opening on the world. It meets the expectations of local populations, notably those in remote areas, as is shown by nearly three million admissions and more than one million books lent each year in the two hundred and thirteen Reading and cultural activity centres set up by the Agence Intergouverne-mentale de la Francophonie in eighteen countries in Africa, the Indian Ocean, the Caribbean and the Middle East. In addition to giving access to books and newspapers, they allow access to the media (radio, television, video), to computers, sometimes to the Internet. More than simple libraries, these centres host cultural activities such as conferences, theatrical and musical events, training sessions (on health, agriculture, etc.). In view of this success, many governments of developing countries want to develop a genuine public reading policy at a national level 2. [ABSTRACT FROM AUTHOR]

The quality of life of an individual depends on diverse factors united in a complex network of relations that at the same time turn into cause and effect. In this paper we analyze the influence that reading and libraries have in the improvement of the quality of life. Reading and libraries are the means for people to access and share information that allow them to develop their potential, which in turn, will open them to better and wider opportunities. However, reading is not taken from a simplistic perspective, since it does not mean to recognize phonemes or words, but to comprehend what is written in order to apply it to our daily life. This is precisely the point where the public library gains all its value as a promoter of democracy and education for all, and as a true cultural center for the community. [ABSTRACT FROM AUTHOR]

Public library staff in the UK are being trained on an unprecedented scale. The ICT Training Programme for Public Library Staff is financed by the New Opportunities Fund (NOF) and aims to equip staff with the ICT skills essential to assist the public. The programme consists of eight outcomes and aims to develop competence with ICT, including the Internet. This paper considers some of the training methods for the Internet received by staff. Specifically, the results of a study at Loughborough University, which included surveys, focus groups and interviews with managers, are described in relation to staff training preferences and perceived strengths and weaknesses of a variety of methods. A survey completed by staff from 14 public library authorities found that external training was rated most favourably. The use of online delivery in one training course is detailed and the potential of the online delivery of training for public library staff is considered. [ABSTRACT FROM AUTHOR]

El cambio educativo no es posible sin poder disponer de este instrumento que llamamos biblioteca. En este escenario, el primer objetivo consistiría en la creación de verdaderas bibliotecas, entendidas como centros de recursos para el aprendizaje. Ciertamente creemos que, por su posición estratégica en el centro educativo y por las funciones que se atribuyen a la biblioteca escolar, el bibliotecario es uno de los docentes más bien situados para hacer efectivo dicho cambio educativo. Los Habilidades y actitudes del bibliotecario para hacer posible el cambio educativo configuran un perfil profesional del bibliotecario escolar como mediador entre la información y sus usuarios, entendiendo a éstos como el conjunto de la comunidad escolar. Un bibliotecario que se ajuste en un alto grado a este perfil, revalorizará el papel de la biblioteca en el proceso educativo y, a la vez, contribuirá de manera eficaz a cambiar el modelo educativo. [ABSTRACT FROM AUTHOR]