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This paper aims to describe the approach taken by a staff development committee at a large academic library in New Zealand to reinvigorate professional and personal development. It seeks to examine the processes used, projects carried out and to highlight the outcomes.

To identify training needs, a skills and attributes matrix was developed to which current courses were mapped. Priorities identified in the matrix informed the creation of a programme for which courses were commissioned. An orientation programme for new staff was re‐introduced which included the creation of a new staff development and training web site.

The approach taken by the Library Staff Development Advisory Group created a sustainable process, whereby staff development could periodically be reviewed. A relevant staff development programme could be created to meet the most important current training needs of staff. Reintroducing an orientation programme was successful – it was well attended and favourably received by staff.

An in‐depth needs analysis for specialist tasks to identify specific training needs for those areas could be conducted. Measuring the impact of training on services or behaviour has not yet been attempted.

This paper may be useful to any group deciding to review staff development in any workplace and is not restricted to libraries.

The purpose of this paper is to present findings of an electronic survey to determine the extent of use of social software programs.

The study was conducted to discover the extent to which students use social software programs, namely Facebook, MySpace, Instant Messaging and Second Life, and to determine their level of desire for having a librarian or library presence within those settings. A web survey was developed and distributed using convenience sampling. The survey was distributed to students at two college campuses located in the state of Colorado in the USA.

The majority of respondents use social software programs, but are apathetic about using these programs for library questions or research.

This research has several limitations to its findings: limited response rate, ambiguous phrasing of survey questions and geographic limitations all affect the results.

Owing to constraints on librarian time and resources, involvement in social software programs should be evaluated on a case‐by‐case basis.

Social software programs are discussed in library literature, but few research projects have been undertaken to determine patron expectations for librarian involvement.

The purpose of this research is to apply principles from the field of industrial and organizational psychology on organizational analysis and job analysis to better identify successful candidates for employment in an Information Commons.

Review of professional research, research from both library literature and industrial and organizational psychology, review of professional association surveys.

Library administration must invest time to articulate mission, value, and goals for the Information Commons before undertaking the organizational analysis. From the organizational analysis will flow the job analysis, job descriptions and hiring protocols.

Core concepts of organizational analysis and job analysis from the field of industrial and organizational psychology are pertinent and useful to library leaders in planning, implementing and staffing new service models, such as Information Commons.

This paper aims to report on the adoption and evaluation of a Learning 2.0 program in a pilot program at the Edith Cowan University Library during 2007.

The paper examines the suitability of Learning 2.0 for training eight “early adopters” among library staff in the new and emerging Web 2.0 technologies. The program was set up and deployed via a blog, which recorded staff progress through the nine‐week implementation phase of the program. At the conclusion, a focus group was held and the pilot group members responded to questions about the relevance of the program, and the effectiveness of their learning.

It was found that library staff responded positively to this program, not least because it adhered to adult learning principles. For the authors' purpose, Learning 2.0 was an eminently suitable training package.

The paper is unique in that Edith Cowan University Library was the first Australian university library to adopt Learning 2.0.

The purpose of this paper is to describe the process by which a library task force investigated and recommended services, best practices and technology prior to moving into a vastly larger and more modern building than its previous facility.

A 12‐member team was appointed to study a wide range of practices and services in libraries and other public institutions with similar missions and to issue a report on its findings and recommendations. The team included faculty, staff and students with backgrounds including public service, technology, human resources and space design.

The make‐up of the team, as well as the methods of study, provided for a wide range of possible recommendations and had a significant impact on the final report. A link to the full report is provided (wiki).

Other libraries, whether planning a new building or new services, may utilize a similar team research method to develop an action plan.

The paper describes one successful method of developing a strategic plan to enhance services to patrons and employee performance and satisfaction.

The Milk (Amendment) Order, 1917, which came into force on December 31st, provides that milk shall be sold retail only by Imperial measure; that no colouring matter shall be added to milk or cream intended for sale; that no milk to which any water has been added shall knowingly be sold or offered for sale; that no person may use for the purpose of his trade any milk can or milk bottle which bears the name, trade name, trade mark, or trade device of some person other than himself or his employer, except with the consent of such person. The Order contains a new clause, in substitution for Clauses 4 and 6 of the Milk Order, 1917 (which are revoked), providing that where milk is sold wholesale by or on behalf of any person other than the producer the maximum prices chargeable shall, unless otherwise determined, pursuant to the Order, be as follows:—