In a dynamic, information and technology-driven society, librarians can create new roles by assessing changes in their environment, the potential effect and ways to reposition themselves. Scenario building, literature reviews, situation analysis, speculation and forecasting may be used. Librarians have a good idea of what they can offer, but are often unable to reposition themselves in time. Reasons for this generally slow reaction are speculated on and the future role of librarians (including expected knowledge and skills) is briefly reviewed. An argument is then pursued on how an educational perspective that supports a constructivistlearning environment, portfolio assessment, and affective and metacognitive skills could support librarians in preparing for change. The value of task analysis, needs assessment, and market research are mentioned briefly. Apart from knowledge (cognitive level), teaching should focus on affective and metacognitive skills, decision-making abilities, environmental scanning, change management and the typical personality characteristics required to survive in the cyber age (e.g. assertiveness, self-confidence, creative thinking, and innovativeness).

Objective: A review, focusing on emotion, was conducted of reported studies on the information behaviour of healthcare professionals (2004)(2005)(2006)(2007)(2008). Findings were intended to offer guidelines on information services and information literacy training, to note gaps in research and to raise research interest. Results: Emotion in information behaviour in healthcare contexts is scantily addressed. This review, however, offers some insight into the difficulty in identifying and expressing information needs; sense making and the need to fill knowledge gaps; uncertainty; personality and coping skills; motivation to seeking information; emotional experiences during information seeking; selfconfidence and attitude; emotional factors in the selection of information channels; and seeking information for psychological or emotional reasons. Conclusion: Suggestions following findings, address information literacy programs, information services and research gaps. Key Messages Implications for Practice• Address difficulty in identifying information needs.• Address issues of uncertainty and anxiety.• Consider impact of personality and coping style on information seeking.• Consider impact of motivation and promoting motivation to seek information.• Explore the seeking of information for psychosocial and emotional issues. 171 DOI: 10.1111DOI: 10. /j.1471DOI: 10. -1842DOI: 10. .2009 Implications for Policy• Explore opportunities for research on emotion in the information behaviour of healthcare professionals.• Explore opportunities for collaboration between LIS professionals and healthcare professionals to encourage the overflow of information between different tasks and especially concerning emotional reasons for seeking information.• Consider methods to deepen understanding of emotion in the information behaviour of healthcare professionals (e.g. new research methods or target groups.

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Information seeking and use are critically important for people living with HIV/AIDS, and for those who care for people with HIV/AIDS. In addition, the HIV/AIDS context is characterized by significant affective or emotional aspects, including stigma, fear, and coping. Thus, studies of information behavior in this context should be expected to take account of emotional variables.In information behavior scholarship, emotional variables have been marginalized in favor of a focus on cognitive aspects, although in recent years greater attention is being paid to the affective realm. This exploratory study used quantitative content analysis to explore the degree to which information behavior studies across a range of disciplines actually include affect or emotion in their analyses. Findings suggest that most studies pay little or no attention to these variables, and that attention has not changed over the past 20 years. Those studies that do account for emotion, however, provide excellent examples of information behavior research that can lead the way for future work.

Purpose – Much has been published on makerspaces: the history, development and progress and how they are used – stories of successes and opinions on their potential. The purpose of this paper is to comment on such publications within the library and information science (LIS) literature and to warn libraries to not only focus on providing physical spaces and tools but to explore the bigger potential of extended, interconnected spaces for information and information resources and “mutations” of makerspaces such as makerlearning. Design/methodology/approach – The contribution is based on a pragmatic and reflective analysis of the LIS literature on makerspaces. The questions are: what to make of the literature, and what needs to be done to enrich the subject literature to support an interconnected approach to makerspaces and information resources and information support? Findings – There is a very strong focus in the literature on libraries as physical spaces for makerspaces, the planning, provision, maintenance and how-we-do-it approaches. Although very important this does not sufficiently explore an interconnection between makerspaces and an expanded information-related involvement of libraries, e.g. in information literacy training, guided inquiry, bridging the digital divide, research (embedded librarianship) and community support. Research limitations/implications – There are many publications on makerspaces in the LIS literature. They however, mostly do not reflect on the opportunities to take a more holistic look at the potential of makerspaces in libraries interconnected to the use of information resources, and information-related support and intervention from libraries. Originality/value – Although there are many papers on makerspaces the purpose of this contribution is to focus on extended input from libraries.