Supporting both learning and research in a UK post-1992 university library: a case study

Nationally, there has been debate on the role of research within higher education and increased interest in the teaching/research nexus. A team of Academic Liaison Librarians at Anglia Polytechnic University was awarded funding to investigate the extent to which learning resources overlap with research resources, whether researcher/teachers encourage their students to use the resources they use themselves and how far electronic resources have affected the relationship between learning and research materials. Semistructured interviews were carried out with 21 academics who are both teachers and researchers. They proved to be committed to using research in their teaching. Students were encouraged to engage with research through the recommendation of resources, seminar discussion, and researchers’ own work for reading and illustrating methodologies. Respondents claimed to be making significant use of the APU library website, online databases and journals. The majority of them were also recommending the same resources to their students. Convenience, speed and variety of information sources were quoted as some of the advantages of the new e-environment. A loss of a relationship with librarians and with the physical library was cited as an example of negative effects of the electronic resource environment

Preliminary check-list of legislative journals,

Mode of access: Internet

Caribbean Information System, Jamaica National Information System Socio-Economic Information Network (SECIN) : Workshop on Indexing and Abstracting, National Planning Agency, 9-13 Feb. 1981, Kingston, Jamaica

Meeting: Workshop on Indexing and Abstracting, 9-13 Feb. 1981, Kingston, JMIncludes appendice

Evidence-based practice: Information professionals' experience of information literacy in the workplace

Evidence-based practice is increasingly being recognised as an important issue in a range of professional contexts including education, nursing, occupational therapy and librarianship. Many of these professions have observed a relationship or interface between evidence-based practice and information literacy. Using a phenomenographic approach this research explores variation in the how library and information professionals are experiencing evidence-based practice as part of their professional work. The findings of the research provide a basis for arguing that evidence-based practice represents the professional's enactment of information literacy in the workplace

Performance indicators for university libraries A practical guide

SIGLEAvailable from British Library Document Supply Centre- DSC:3608.8576(SCONUL-DOC--92/204) / BLDSC - British Library Document Supply CentreGBUnited Kingdo