Purpose -The purpose of this paper is to concentrate on establishments that are known as the "built heritage", often described as "historic houses". Many operate in a similar vein to small businesses and often have a more diverse range of needs. In the UK historic houses form part of the tourism and leisure market. Heritage encompasses a wide variety of establishments including historic houses, historic gardens, heritage centres, town centres, countryside and museums. Design/methodology/approach -A model was developed for the study to show the information needs of historic houses and the information-seeking behaviour of those managing historic houses. Data have been collected both via questionnaires to and interviews of those managing properties. The collection of data focused on diversity of activities, information provision, use of information, developments (including technology) and collaboration. Findings -The conclusions discuss the management of information and the difficulties expressed for those managing historic houses as discovered during the research. Properties need to be able to make effective use of this to protect the heritage for future generations. Building on the empirical work recommendations are made on policy making, education, audits, co-operation and technology to improve the provision and management of information within the sector to support these establishments. Originality/value -The research represents the first study to investigate the existing situation of historic houses and their information needs in the UK, to try and provide an overview of the sector and information provision and how that might be improved.
Preparation for entry into the information professions has always been through a combination of academic study and practical training. Broadly speaking there is probably general agreement about the knowledge and understanding which the new entrant to the profession needs to acquire. There is less clarity regarding the skills which are required if s/he is to function effectively as an information professional.The LTSN-ICS has tried to address this through involvement with the RAPID project. Support for the development of the skill set required by graduates for employment in the wider concept of library and information work is assured by providing for the personal development planning needs of students. The skills that they emerge with at the end of their chosen programme of study determines their employability.The identification and definition of the key skills which are specific to information work is important in ensuring that the academic curriculum, and associated practical training programmes provide new entrants with the skills which they need to complement the knowledge and understanding which is being acquired through academic study. The LTSN-ICS, by defining the skills set and providing a mechanism for recording these is supporting academics in achieving employability for their graduates.
This paper reports on research in progress that reviews the skills used by library and information science (LIS) professionals and how to record them in a manner that encourages continuing professional and personal development. A portfolio was developed by the learning and teaching support network for information and computer sciences (LTSN‐ICS) in conjunction with the Chartered Institute for Library and Information Professionals (CILIP) and academic departments in the United Kingdom (UK). The portfolio was evaluated at pilot sites in UK LIS schools by surveying the progress of those students who took part. Evaluation of the participants indicates that the portfolio is a useful tool in the personal and professional development of LIS students. The general consensus among students themselves is that the portfolio provides a tool to help them plan their future professional development. Further evaluation is planned in 2003/2004 with LIS professionals to enable both the professional body and the LTSN‐ICS to determine the appropriateness of the portfolio as a tool for continuing personal and professional development.
Summer 2020 witnessed a large-scale temporary release of content from the publishing community to support UK universities as they moved to online-only delivery, followed by a scramble by those institutions to maintain access to resources. This paper reflects on the experiences of De Montfort University and Imperial College libraries during this period as they supported the move to remote teaching. It focuses on the complexities experienced during this transitional period, and considers how the speed of these changes increased staff workloads, stretched budgets, and compelled acquisitions teams to act without always fully gathering evidence or strategically planning how new practices might work in the longer term. The authors, who sit on various national contract management and acquisitions strategy groups, examine the repercussions of navigating from an unplanned, accelerated digital shift to a more managed, sustainable paradigm, and contemplate how the advent of multimode teaching may impact on the way libraries are resourced.
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