PurposeThe purpose of this paper is to present a discussion of three “grey” areas which emerged from a study on adult learning provision both within and outside public libraries in England – formal and informal learning, promotion and attracting learners, and evaluation and feedback.Design/methodology/approachThe paper utilises a literature review, interviews with the regional agencies of the Museums, Libraries and Archives Council (MLA), and interviews with a purposive select sample of public library services in England.FindingsThe public libraries sampled demonstrated their expertise in reaching out to a range of different social groups and their willingness to work with a variety of partners to provide the wide range of courses and services needed. Good reciprocal partnership relationships have been established. The need for more sophisticated market research and promotion is identified. Evaluation and feedback are subject to various interpretations and form an area surrounded by difficulties.Research limitations/implicationsThe study undertaken for the MLA is the first phase of a project on public libraries and adult learners.Practical implicationsExamples of reciprocal arrangements and their implications are provided. The impact on library staff roles of the grey area between informal and formal learning is identified with different expectations for staff by different library authorities. The variety of methods used to promote adult learning services could be more sophisticated and specifically targeted in some communities. Highlights the conflict between obtaining robust feedback and the effect this may have on tentative learners by changing a relaxed informal atmosphere.Originality/valueThe paper draws on a study undertaken for the MLA that selectively reviews adult learning provision within and outside public libraries in England and identifies key strengths in public libraries for adult learners.

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Considers the changes taking place in the information and library sector ‐ changes which are due, in the main, to fast developing technologies and the resulting information explosion. Traditional skills and methods of working are coming under increasing pressure and are no longer sufficient. Assesses the impact of these information technology changes on information staff, who are having to extend their traditional skills and develop new expertise. Considers staff management issues, especially resistance to change, and the effect of training and communication programmes. Concludes that maintaining the balance between technology and individual needs is the key to success.

This paper investigates aspects of the management of independent secondary school libraries in England and Wales. It is based on a survey of 150 independent school library managers, with a response rate of 68.7 percent, which was carried out as part of an ongoing PhD research project. The paper considers a range of issues important to school library managers: for example, policy and procedure document production, project management, sources of guidance, the management skills most important to practitioners and the opinions of school library managers on a range of management issues related to the running of a school library. The qualifications and experience of school library managers are also considered in the research. The survey demonstrated a notable degree of satisfaction with the management and operation of libraries by library managers in individual schools. However, a number of factors were identified as barriers to successful management, which may have implications for policies and procedures within the sector. Additional research is planned to clarify the level of school library provision in independent schools, including further interviews with school library managers, diary keeping and a survey of senior management in independent schools to gauge their opinions on their school library.