Search

Introduction: The role of library and information science professionals as knowledge facilitators is solidly grounded in the profession's theoretical foundations as much as connected with its social relevance. Knowledge science is presented in this paper as a convenient theoretical framework for this mission, and knowledge engagement services--knowledge brokering, knowledge readiness and knowledge promotion--as an area that might serve to reframe and expand traditional services such as reference, information literacy and outreach and cultural programming. A key competency for knowledge engagement specialists is mastering instruction, aimed at the efficient fostering of innovation and the creation of new knowledge within organizations and society. The purpose of this paper is to analyse current supply of courses covering instructional related competencies in accredited graduate programmes. Methods: Main professional competency standards and courses currently offered in accredited graduate programmes (United States, Canada, United Kingdom and Australia) are analysed. Results: Results suggest that although some relevant competencies have been included by professional associations in their competency standards for all types of information professionals, instructional competencies have not received much attention in graduate educational programmes other than in concentrations or tracks targeted at future school or academic librarians. Conclusion: It is concluded that further research on competencies and education for knowledge engagement is required in order to fully develop this role within the profession. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

The value of evidence-based policy is well established, yet major hurdles remain in connecting policymakers with the wider research community. Here we assess whether a UK Evidence Information Service (EIS) could facilitate interaction between parliamentarians and research professionals. Fifty-six UK parliamentarians were interviewed to gauge the challenges of working with evidence and the potential utility of an EIS. Grounded theory analysis identified several barriers to evidence-based policymaking, however 85% of parliamentarians supported the EIS, preferring a rapid, impartial, concise, and optionally confidential service. We conclude that an EIS integrated with existing parliamentary systems could enhance dialogue between policymakers and researchers.

Student plagiarism and difficulties with writing have been widely investigated in the literature, but there has been less research on staff perspectives. A Joint Information Services Committee (JISC)-funded questionnaire (n = 80) and focus group study investigated the views of lecturers, librarians and study advisors at a UK post-92 university, looking at their perceptions of writing and plagiarism with a focus on first year undergraduates. The data reveal that staff in different roles employed contrasting discourses surrounding academic writing, the curriculum and the locus of responsibility for development. This paper will argue that the "literacies" perspective shown by support staff leads to a more distributed view of responsibility for plagiarism prevention. In contrast, a "study skills" paradigm as shown by lecturers views writing development as extracurricular and remedial, places a symbolic moral value on plagiarism as a signifier for falling standards. Implications for practice arising from the study are discussed. (Contains 1 note.)

The Joint Information Systems Committee National e-Books Observatory Project will assess the impacts, observe behaviors, and develop new models to stimulate the U.K. higher education e-books market. The project has licensed a collection of e-books that are highly relevant to U.K. higher education in four disciplines and will evaluate the use of the e-books through deep log analysis. Knowledge acquired during the project will be shared with publishers, aggregators, and libraries to help encourage the development of an e-book market that has appropriate business and licensing models.

To be effective in higher education, text messaging must be effectively integrated into both the student and staff experience. These user groups provided input into the design of StudyLink, an email to text message service. A small-scale trial was conducted over a period of two academic terms to investigate the feasibility of using this system in a real educational setting. Students reported high satisfaction with the quantity and content of the text messages and tutors reported changes in behaviour that were directly attributable to the use of text messaging. Administrative staff members were able to integrate this service into their current means of communicating with students, though there were some difficulties in composing appropriate text messages. Students were able to effectively receive and act on text messages, but ambiguities introduced with sending text messages were not resolved. (Contains 1 figure and 2 tables.)

Britain is becoming an increasingly diverse society in ethnic, cultural, and linguistic terms. Race equality as a matter of governance has gained momentum through legal developments and prioritization in policies. However, ethnic inequalities in health and healthcare are marked and persistent and language has been identified as a key barrier to accessing services and effective communication. There is, for example, currently substantial under use of NHS Direct, England's telephonic health and information service, by non English-speaking callers. It is surprising, therefore, that there are no official sources of comprehensive information for the UK population on main spoken languages and competency in English. While such questions are routinely asked in national population censuses in the USA and Old Commonwealth countries, in the UK these are conspicuously absent from the decennial censuses, most of the major Government social surveys, nearly all NHS core datasets, and ethnic monitoring in primary care. The NHS Resource Allocation Weighted Capitation Formula now uses data on language difficulty 10-15 years out of date. The upcoming 2011 Census offers an important opportunity for NHS organizations to secure the comprehensive national and small area data required to establish the need for language support services, including bilingual support and interpreting and translation provision. (Contains 2 tables and 1 figure.)

The primary purpose of THE CAMPUS INFORMATION GAME is to help to induct new students into their unfamiliar study environment. Typically it forms an early element of an overall induction program for their course of study. THE CAMPUS INFORMATION GAME has a key secondary theme of information quality that is particularly appropriate for students of information systems, informatics, or communications. The game includes an element of group work, and therefore it can also act as a team-building exercise. It is easy to adapt the content of this frame game to any given location; indeed, the game must be adapted for obvious reasons. The information quality theme can also be adapted. The game can be used in other induction situations: for example, new staff joining any organization, particularly where groups of staff join at the same time. (Contains 1 figure.)

Purpose: The paper seeks to record the work of the committee and its interaction with the much better known Electronic Libraries (eLib) Programme. It also examines the principles that underlay the development of content acquisition and supporting infrastructure in UK university libraries in the 1990s. Design/methodology/approach: A historical account of the development of nationally organised e-services for higher education in the 1990s, based on personal recollection, committee minutes and contemporary reports. Findings: Confirms the continuing relevance of principles established in that period. Originality/value: Provides a record of previously undocumented work.

This paper reports a study of the developing skills profile of information professionals, exploring the similarities and differences between library and information-based work in the light of the merger of the UK Library Association and the Institute of Information Scientists in April 2002. It examines areas of convergence such as the growing emphasis on IT skills, management activities and user relations, as well as areas of continued difference such as the greater focus on the active dissemination of information in information-based work. The paper concludes with a brief look at some of the implications for workers in the field. (Contains 12 tables and 1 footnote.)

Evaluation in Library and Information Services has traditionally focused on quantitative measures of input and output. This trend has been generally reflected in the emerging efforts relating to the evaluation of electronic information services (EIS). Less well developed are qualitative approaches to evaluation of EIS. Issues that feature high on the agenda of the U.K. government are inclusion and learning; widening participation and lifelong learning cannot be effectively measured by quantitative data alone. The library sector needs to draw on the experiences of other disciplines in the use of mixed methods and user-focused evaluation. Libraries often lack the skills and time to prioritize qualitative evaluation methods; however, the eVALUEd tool kit provides librarians with a range of tools to support them in undertaking person-centered, qualitative evaluation of EIS.

Explores how entrepreneurial capability and identity are learned in the creative and media industries. This sector is of growing social and economic importance, and the majority of its employment and commercial activity takes place within small businesses. However, entrepreneurship in the creative industries and the related development of entrepreneurial skills are not well understood, and ?mainstream? approaches cannot be assumed to be effective, therefore the development of a learning model is potentially valuable. Proposes a conceptual framework of entrepreneurial learning in the creative and media sector, based on a social learning perspective. This highlights the processes of entrepreneurial learning and identity formation, and features a triadic model with three major themes. Proposes a group of related sub-themes and provides a set of reflective questions to assist in practical application of the model by educationalists, students and emerging entrepreneurs. Outlines the potential applications of the model in education and entrepreneurship development within and beyond the creative industries.

Describes the results of an exploratory survey by questionnaire distributed through a variety of information agencies, designed to investigate United Kingdom women's information needs and patterns of information-seeking behavior in relation to the European Union. Results explore women's attitudes to information and its value in a variety of life contexts. (Author/LRW)

In providing information services for distance learners, the University of Surrey library found Internet-based services difficult and time consuming. Issues concerning access and copyright put librarians into the position of "fact controllers," deciding what resources could be offered to distance learners to support their studies. (SK)

Reports results of a nationwide survey of the United Kingdom public's citizenship information needs (in relation to national and local government issues and for survival information). A second survey examined further the concept of the "well-informed" and active citizen, and attitudes toward the uptake and use of information and communication technologies and of public libraries an other sources of public information. (AEF)

Reports on an evaluation of the Ariadne project which involved the production of a print and a Web magazine for subject librarians in academic libraries. It was developed to describe and evaluate sources and services available on the Internet for librarians and information professionals in the United Kingdom. (Author/LRW)

Reviews the professional status of information scientists and reflects on the 40th anniversary of the Institute of Information Scientists. Topics include the information age in the United Kingdom, information services, essential personal competencies, intensifying competition, accelerating change, communication and information technologies, future possibilities, and suggestions for professional associations. (LRW)

Describes a collaboration between planners of a student-centered, modular nursing curriculum and library and information services staff, which resulted in directed reading lists, study packages, and development of library and information skills. (SK)

Reports on one of the first projects in the United Kingdom which used the Internet to link schools with their local career service. Results of evaluations by staff and pupils in four secondary schools are discussed in terms of design features, access and communication issues, and further recommendations for development. (Author/AEF)

Discusses results of a British Library funded project investigating the training needs and opportunities of flexible workers in United Kingdom library and information services. Explains that managers need to attend to training of part-time and temporary workers, both to maintain quality service and to ensure compliance with discrimination legislation. Outlines steps for overcoming barriers to training. (AEF)

Describes developments in the United Kingdom's Royal Society of Chemistry's Library and Information Centre that has changed from a professional and learned society library into a business center. Development of a priced information service, electronic sources of information including online databases and the Internet, and marketing and promotion are discussed. (Author/LRW)

Describes the implementation of BRS/Search in the Library and Information Services department of the Chem Systems Group, an international consulting organization in the United Kingdom. The use of integrated systems in special libraries is discussed, and requirements of the new system are explained, including full text capabilities and networking with personal computers. (LRW)

Describes a project in elementary and secondary schools in the United Kingdom that investigated the educational value and use of online information services. Highlights include a review of previous work in the field, meeting curricular needs, language development, developing information skills, teacher roles, time management, and technology issues. (31 references) (LRW)

This qualitative study addressed information and communications problems in the social sciences in the United Kingdom. A total of 42 social scientists and information providers were interviewed. Areas of concern included quality of information, access, communication, bibliographic control, language, terminology, and time constraints. Recommendations for change included new services and improved access to information. (12 references) (MES)

Describes the development, implementation, operations, and benefits of the ATHENS (authentication system) access-management system which was introduced in 1996 and extended in 1997 to provide access-control facilities to online resources for all the national data centers and services in the United Kingdom. Outlines future plans for ATHENS. (AEF)