A survey of referees of scholarly journals in librarianship was conducted to gather information on referees' practices and attitudes, their perceptions of their role in the editorial process, and background information that might reveal relevant information on experience and qualifications for serving as a referee. One hundred ninety-nine surveys were mailed to referees and 121 responses were returned. The responses indicated that half the referees do not work with a formal evaluation criteria guideline but consistently regard validity of claims and originality as the two categories on which most emphasis is placed when reviewing a manuscript. Overwhelming support was expressed for returning comments to submitting authors but a curiously high number of referees do not know if this is the journal editor's practice. Furthermore, approximately 75% of the referees were uninformed by the editor of a reviewed manuscript's final disposition. The majority of referees for scholarly journals in librarianship are employed in academic libraries and schools of library and information science, hold a position of responsibility in a professional association and are successful in publishing articles In librarianship.In recent years, a number of studies examining scholarly journals have been conducted in the sciences, social sciences and humanities.These papers have addressed such things as the characteristics of authors of articles [I], rating the quality and readers' perceptions of scholarly journals [2], the place of the journal in the scholarly communication system [3] and the criteria for identifying a refereed journal (41. This is not surprising since journal publication is the primary method to disseminate scholarly information and research findings. Nevertheless, criticism and controversy surface frequently concerning selection methods for the journal literature prompting questions about this aspect of the process. For example, what sort of
Staff training to enhance implementation of an integrated library system (ILShe University of Delaware Library is conducting a comprehensive staff training program as an integral part of implementing its integrated library system (ILS). This program was necessitated by such factors as limited vendor training; the need to recruit system trainers from among the staff; and the recognition that staff training for an ILS required far more planning than for single-function automated systems and that staff training is an ongoing project because of personnel changes and future system enhancements. The development of a "train-thetrainers" program entailed a comprehensive needs analysis review, some attention to management principles, a thorough evaluation of existing adult training practices, and the application of relevant learning theory to the training environment. This paper discusses the important link between applied learning theory and the program's overall development.
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