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In the USA and Canada, there has been considerable effort on the part of program providers of professional degrees in Library and Information Science to expand job opportunities for graduates of their programs beyond the traditional placement in libraries. This has led to the development of specializations in topics such as Data Curation and Data Analysis. In other cases, new degrees in Information Management and Knowledge Management have been developed and offered in the effort of improving job placement results of graduates. Expanding placement opportunities for graduates of programs educating information professionals is often referred to as developing alternative career opportunities to the traditional jobs for information professionals in libraries and related organizations such as archives and museums. Such programs often focus on the broader term information and promote education and research for the information professions beyond the traditional LIS professions in libraries and related institutions. A number of schools no longer offer LIS degrees, but offer degrees in Information instead. This paper examines the patterns of name changes found in degrees and programs in schools with American Library Association accredited programs and presents an analysis of the reported impact on alternative and/or new career opportunities on the graduates specifically with Information Management degrees. Suggestions are made for further research needed to determine the success of these new degrees as well as issues related to the relevance of accreditation of programs by the American Library Association in the context of the changes taking place in LIS education.

Als Estats Units i el Canadà s'han posat en marxa nombroses iniciatives per part dels centres acadèmics que ofereixen plans d'estudis en Biblioteconomia i Documentació per tal d'obrir el ventall d'oportunitats laborals als seus titulats més enllà de les tradicionals biblioteques. Aquestes iniciatives han donat lloc a l'aparició d'especialitzacions en àmbits com la custòdia d'informació i l'anàlisi d'informació. En altres casos s'han creat nous títols en Gestió de la Informació i Gestió del Coneixement amb la finalitat de millorar les oportunitats laborals dels titulats. Sovint, la millora del ventall d'oportunitats laborals per a titulats de programes de formació de professionals de la informació es coneix també com a In the USA and Canada, there has been considerable effort on the part of program providers of professional degrees in Library and Information Science to expand job opportunities for graduates of their programs beyond the traditional placement in libraries. This has led to the development of specializations in topics such as Data Curation and Data Analysis. In other cases, new degrees in Information Management and Knowledge Management have been developed and offered in the effort of improving job placement results of graduates. Expanding placement opportunities for graduates of programs educating information professionals is often referred to as developing alternative career opportunities to the traditional jobs for information professionals in libraries and related organizations such as archives and museums. Such programs often focus on the broader term information and promote education and research for the information professions beyond the traditional LIS professions in libraries and related institutions. A number of schools no longer offer LIS degrees, but offer degrees in Information instead. This paper examines the patterns of name changes found in degrees and programs in schools with American Library Association accredited programs and presents an analysis of the reported impact on alternative and/or new career opportunities on the graduates specifically with Information Management degrees. Suggestions are made for further research needed to determine the success of these new degrees as well as issues related to the relevance of accreditation of programs by the American Library Association in the context of the changes taking place in LIS education.

Reviews the literature on patron perceptions of library use and the necessity of instruction, describes a survey of Illinois public library patrons that asked their views on library use instruction, compares results with those of an earlier survey of academic library patrons, and suggests areas for further study. (16 references) (LRW)

Reviews the literature of government document use from mid-1977 through December 1989. The literature is identified and analyzed in terms of 6 library surveys, 3 citation studies, and 13 user surveys. Research findings indicate that social scientists are the heaviest users of documents. (Author/MAB)

Discusses library use instruction in public libraries. The need for instruction is examined, the commitment of public libraries to provide information rather than instruction is considered, academic library and public library users' attitudes are discussed, and a 105-item bibliography of descriptive literature on use instruction in public libraries is appended. (56 references) (LRW)

Provides background on public library standards and state aid to public libraries, and reports results of a 1986 survey of Illinois public libraries which explored the relationship between state standards and the per capita grant program. The questionnaire and survey data are appended. (six references) (MES)

Reviews the history of proposals for accrediting public libraries nationally and examines four distinct proposals made from 1960 to 1988. The discussion addresses barriers to national accreditation of public libraries and the prospects for the success of the most recent proposal of the Commission for the Accreditation of Public Libraries. (23 references) (Author/CLB)

Examines national and state public library standards to discover the extent to which rural library services have been considered and to identify aspects of the standards that might be applicable to rural libraries. (Author/FM)

Results of this study evaluating library reference service indicate a statistically significant difference at the .05 level between obtrusive and unobtrusive evaluation methods. Library staff answer a greater proportion of questions correctly when they are aware of being evaluated. The 30 questions used, a report form, and references are included. (EJS)