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The development of information technology (IT) networks in the delivery of a range of material to learners in higher education is explored. Factors which influence the application of IT are described and learner characteristics and needs are enumerated. The range of learning material appropriate to, and the mechanisms for, IT delivery are examined. Some examples of provision are noted. Strategic issues and the strengths and weaknesses of networked access are analysed. Prospects for developing systems and the requirements are discussed. The results of a small scale survey of provision in academic institutions are reported and discussed in a second part of the paper.

The effective management of change is a crucial issue for academic libraries in the 1990s and beyond, as change is impinging on every aspect of their work. Through a consideration of aspects of organisational theory, changes in academic libraries, and human resource management, this paper demonstrates the pressing need for attention to change and its effect on people, in an organisational setting. A case study is used to illuminate a literature review, and to ground the conclusions of the study in the experiences of staff in an academic library in a time of change. The structure of an organisation and the people within it are identified as the two primary concerns which should be central to any strategy to manage change. The structure should be flexible and organic to allow for innovation and creativity. Additionally, human resource management should aim to minimise the negative impact of change by responding to the needs of staff through communication and information sharing, staff involvement, training and development, and job design.

The purpose of this paper is to discuss the need for continuing professional development for librarians in academic libraries in general and at Rhodes University Library, South Africa, in particular. It aims to describe the planning, design, implementation and evaluation of a staff‐development and training pilot programme for professional librarians at Rhodes Library.

A group of 15 librarians, drawn from the library staff complement, participated in an eight‐session training course developed by information services librarians. The course, which covered basic information‐finding skills using a variety of research databases and offered an introduction to concepts in twenty‐first century academic librarianship, was presented using course management software in a face‐to‐face environment and required homework exercises and the completion of a two‐hour final test.

Results of the project demonstrated the urgent need for such development programmes for professional library staff. Of the participants, 80 per cent completed the course. The final test results indicated below average database search skills and an inability to think laterally. An unexpected finding was a lack of IT competencies. Important lessons were learned with regard to course‐construction, content and timing.

The paper illustrates that, by testing a variety of competencies expected of professional academic librarians, this programme provided invaluable data and guidelines on which further continuing staff development courses could be based.

This paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory and continuing professional education for librarianship and makes particular reference to the contemporary iSchools movement.

The paper reviews trends and developments in academic information services and the information science academy in the context of continuing technological advances and educational change. It presents a case study of curriculum development and portfolio renewal, using the specialist roles of digital library manager and information literacy educator to show how the principles of interactive planning can be applied in articulating an academic strategy to meet the changing demands of educational institutions, professional bodies and employers.

There are significant parallels between professional education and professional practice in the shifting boundaries, expanded portfolios and challenged identities evident in the current information marketplace. A combination of continuous incremental development with periodic fundamental review enables professional educators to meet the changing mandates of different stakeholder groups. When combined with a strong professional focus, the breadth and depth of multidisciplinary expertise found in a research‐led iSchool facilitates the design of specialised pathways and programmes for practitioners moving into blended roles.

Practitioners intent on careers in academic libraries should consider the opportunities and demands of hybrid blended roles when choosing educational programmes and pathways.

The paper provides a conceptual framework to illustrate the nature of emergent professional roles and current challenges facing professional educators. Ackoff's interactive planning theory is used to illuminate the problem of academic planning in complex pluralist contexts.

This paper is written from the perspective not of a computer expert but from that of the public sector property manager. It reviews the changing information needs of this function and then discusses how these are best met. As we shall see, there are no absolute answers, only some valuable common principles and a growing amount of good practice on which we can build.

Changes in teaching and learning in higher education, combined with rapid developments in electronic communications and resources, point to a new role for the information intermediary. This can be identified as a new professional practice which is termed ‘networked learner support’ by the authors of the paper and which is closely associated with the support of learning through computer‐mediated communication. The paper examines the background to this emergent practice, and offers a preliminary model for its development. The model involves practitioners' participation in collaborative networked learning, as a means of exploring and developing relevant resource knowledge and support strategies. Fundamental to the model is the view that the new practice needs to be defined from within the profession, and must be capable of taking into account and responding to the specific demands of local circumstances.

The way that higher education library services are viewed, planned and managed must change radically if they are to survive and thrive in the future. Advances in technology, economic and political pressures, and socio‐demographic factors have combined to create an environment posing unprecedented challenges and opportunities. The Joint Funding Councils′ Libraries Review has highlighted the need for stronger management and more confident involvement in institutional planning and organizational change. Electronic communication will transform service provision, with significant shifts towards distributed networked services, empowering the end‐user and offering new roles and responsibilities to information intermediaries. Effective communication between library, computing and academic staff will be essential to ensure relevant and responsive services. New resource models will be required to take account of diverse customer needs and different modes of delivery. Organizational structures and management styles must change to meet future needs and human resource development must be given higher priority. Bold leadership will enable libraries to enhance their strategic role and respond positively to environmental change.

This paper outlines the methods and findings of an Electronic Libraries (eLib) Programme research project: SKIP (Skills for new Information Professionals). The project set out to evaluate the impact of information technology on the skills and roles of staff working in library and information services. The findings indicate that the personal qualities of staff are the key to their success in the networked environment, and that professional and service cultures can inhibit an individual’s professional development and effectiveness in the work place. Information Technology (IT) skills are important, but these can be acquired by those with the desired personal qualities, and who are provided with a working environment which is conducive to personal and professional development.

Identifies some of the strategic planning implications of introducing an NVQ programme into an academic library Questions what the Fielden Report really means in the comments on NVQ qualifications.

The article summarizes the recent work of SCONUL’s Advisory Committee on Staffing. Emphasis has been on creating opportunities for active training and development of staff in Higher Education library and information services. A series of regular courses on matters of continuing concern is complemented by individual events about topical issues. Regular courses and meetings cover management skills for staff at various levels, including heads of service, deputies and staff new to management responsibilities. Annual meetings of training officers offer updates on practice and developments and serve as current awareness events. Modest financial support for staff development projects is available through the SCONUL Award, and occasional publications are produced to share best practice between institutions. The Committee monitors staffing policy and practice in the higher education sector, and liaises actively with other organizations concerned with questions of staff training and development.