Search results

Discusses statistical data of interlending from the English Regional Library System and the other UK national libraries in non‐fiction, fiction, and non‐print material categories. Considers UK developments in interlending for languages other than English, fiction, Newsplan, LAWLIP, HIP, the Library and Information Plans for Music and for Visual Arts, and video materials. Summarises that all of these projects have presented difficulties, and should be brought together to pursue mutually beneficial goals.

Summarises statistics from the seven regional library systems in England, the Library Council of the Republic of Ireland and the National Libraries of Scotland and Wales. Provides figures for non‐fiction, fiction and non‐print materials also grouped by source of supply. Notes that interlending has decreased by 2 per cent over previous year.

Library automation systems in use today reflect a very conservative view of the library as a passive repository, and take little account of the user's needs and of the possibility of dynamic interaction. A review from the standpoint of the management of information services more generally, taking account of new resources and of new communications, suggests a number of places where improvements may be made, especially in involving the users more closely in the design and systems investment stages. Specific proposals are made as a basis for discussion, and to stimulate management thinking about personal development and skills transfer as well as the service technology.

Physical education, like most areas of education, is changing and taking on a new look for the 1980s. Physical educators, school administrators, and others making decisions about programs for children and young people are examining both current practices and forecasts for the future in this field. What they decide will profoundly affect the resources that should be a part of library collections for children and youth. Too often librarians and school media specialists have found it difficult to think about the kinds of materials appropriate for such collections because they do not have the knowledge necessary for sound selection. A major reason for this difficulty is that the area of physical education is usually separated from other subject areas in schools. Along with the industrial arts, domestic science, and the fine arts, physical education is categorized as a performative subject area. Classified as such, it is usually not thought of as something you ask young people to think about, talk about, or even read about; but rather, something you ask them to “do.” Yet, upon closer examination, there exists a small wealth of library materials for children.

Harrod's interwar papers are the result of the normal activity of an Oxford don, without a secretary and writing by hand, in the first two decades of his professional life, at a time when email did not exist and phone calls were events to be agreed upon in advance.⁴ They include correspondence (private, professional, political, and administrative), lecture notes, reading notes, drafts of papers (published and unpublished), proceedings of committees and of research groups, cuttings from newspapers, offprints of Harrod's own articles and of writings by others, and preliminary versions of his correspondents’ writings. Harrod was a compulsive hoarder, and his collection includes almost any written piece of papers that passed through his hands (including tailors’ bills and similar items).