Using the ‘point oh’ naming system for developments in librarianship is attracting debate about its appropriateness, basis and syntax and the meaning and potential of Library 2.0. Now a new term, Library 3.0, has emerged. Is there is any significant difference between the two models? Using documentary analysis to explore the terms, the authors conclude that Library 2.0 and Library 3.0 are different. Whereas Library 2.0 could be seen as attempting to weaken the role of librarians in the emerging information environment, Library 3.0 projects librarians as prominent apomediaries guiding library users on how best to locate, access and use credible information in myriad formats from diverse sources, at the point of need. The Library 3.0 model has revived hope amongst those who were uncomfortable with the crowd intelligence architecture on which the Library 2.0 model was founded. It provides the tools and framework to organize the infosphere that the Library 2.0 threw into disarray. The authors see the 3.0 library as a personalizable, intelligent, sensitive and living institution created and sustained by a seamless engagement of library users, librarians and subject experts on a federated network of information pathways.

Continuing Professional Development (CPD) is a vital tool for maintaining the skills and expertise of staff, especially with regard to the use of Information and Communication Technology (ICT

Purpose -The Library Business Corners (LBC) service for entrepreneurs in the Western Cape of South Africa uses public libraries as a channel for information and expertise. It is a ''grass roots'', community-driven, approach which has been adopted elsewhere in South Africa. Similar services have appeared addressing the same, or similar, groups of users, often concentrating on the use of information and communication technology. Design/methodology/approach -Developing an effective service for entrepreneurs depends critically on the quality of staff and their contacts. The opportunities and problems of the LBCs' approach are identified and a response to the emergence of similar services is considered. The ''balanced score card'' model is used to explore the vision and strategy of the present services and the potential contribution of information literacy. Findings -Financial support for LBC work is scarce and unlikely to increase. The challenge is to create a sustainable service by the LBC team as points of presence, using the existing or reduced financial base. Concentration on increasing capacity at the point of delivery of information through knowledge of the business environment and information literacy is essential. Originality/value -The paper describes the first application of the ''balanced score card'' technique to a public library business information service in South Africa.

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Literature on library service models is scarce and exists mainly in non-traditional formats such as blog entries and Web pages. Nonetheless, the subject evokes heated debate among librarians with many supporting the model they are using, sometimes without understanding that there are other options which perhaps could be better for their circumstances. Through critical documentary analysis, this study explores the library service models that exist as well as how they compare with each other. The findings have revealed that although there are many library service models, it is not possible to get a clear-cut model which is exclusive of all the others in practice. It is also evident that the models are continuously evolving along general socioeconomic and technological development patterns in society. Similarly, the study suggests that none of the models can suit all library service provision contexts. However, it is also apparent that some models may yield more benefits than others to specific library communities at a particular time. In deciding the model to apply, libraries should be careful to accommodate the prevailing characterization of their user communities and their contexts.

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