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The purpose of this article is to present an overview of the history and development of transaction log analysis (TLA) in library and information science research. Organizing a literature review of the first twenty‐five years of TLA poses some challenges and requires some decisions. The primary organizing principle could be a strict chronology of the published research, the research questions addressed, the automated information retrieval (IR) systems that generated the data, the results gained, or even the researchers themselves. The group of active transaction log analyzers remains fairly small in number, and researchers who use transaction logs tend to use this method more than once, so tracing the development and refinement of individuals' uses of the methodology could provide insight into the progress of the method as a whole. For example, if we examine how researchers like W. David Penniman, John Tolle, Christine Borgman, Ray Larson, and Micheline Hancock‐Beaulieu have modified their own understandings and applications of the method over time, we may get an accurate sense of the development of all applications.

Examines project scheduling advances in the framework of a job shop or order driven work environment in which an engineered product is manufactured. Argues that scheduling is an important part of the project management process. Reviews some of the antiquated ideas that still remain in project management. Outlines some developments in computer‐based scheduling, management techniques, and the future significance of artificial intelligence.

THE proposition that British library schools should examine their own students is not a new one. As long ago as 1954, Roy Stokes put the question bluntly to the profession. In those days his was a voice crying in the wilderness. The profession at large was not ready for such a development, and continued to adhere to its long held view that the Library Association should examine the products of the schools, while the schools confined themselves to teaching.

The research explored, over seven years, the strategies and impact of six UK pressure groups. The main method used was in‐depth interviews. In addition, extensive searches of several literatures and database, archival, print, government and online works were undertaken, as was unobtrusive monitoring of consultations and other group communications. The data strongly suggested that these groups raised awareness of, and debate about, compelling broadcasting issues that affect viewers and listeners as citizens. At times, they achieved legislative changes. Groups that built strategic relationships with target publics, in tandem with media advocacy and media education, were more likely to achieve their goals, but relationship building was itself a successful outcome and contributed to ad hoc alliances/coalitions that increased organizational effectiveness. Overall, these groups had an impact on the range and quality of broadcasting issues discussed and on citizen engagement in broadcasting issues on national, regional and, increasingly, global levels. This research is one of the first studies from the activist perspective and posits public relations' value to democratic dialogue. It also presents a cross‐cultural perspective that may be transferable to other societies.

“I can't make your drat time on this machine” or “It's all very well you standing there—you don't have to put up with this drat heat hour after hour”, typical comments which you, the work study technician, are continuously confronted with on the shop floor. And this is probably because the operator is trying to get even. Your apparent indifference while the study was taking place released all his pent up feelings about watches, work study, factory environment, pay, bonus and what have you.

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to professional development in librarianship, specifically in the area of instructional development. A case study of a community of practice fostered by an instruction coordinator at an academic library is detailed. Academic librarians may encounter several challenges when entering the classroom as library instructors, and instruction coordinators seek to address these and other challenges as they build library instruction programs. By developing a community of practice, instruction coordinators can enable library instructors to learn together. The case study describes how the Instruction Coordinator cultivates library instructor development for members of the Teaching and Learning Team at Loyola University New Orleans’ Monroe Library through a community of practice model. The practical implications for this chapter are that instruction coordinators can establish instructional development opportunities that allow library instructors to enhance their teaching abilities and ultimately further library instruction programs. Communities of practice are well known in several fields and have been discussed in the library literature. This chapter provides additional value to researchers and practitioners through the discussion and application of the concept in the context of library instruction at academic institutions. The case study provides specific examples of how instruction coordinators at other academic libraries can apply the community of practice model and instructional development opportunities to a library instruction program in order to build and sustain a learning culture that supports library instructor development.

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.