Search results

The initial impressions received by anyone surveying the structures for school library services in the United Kingdom may give rise to astonishment that there is such a diversity of provision within a comparatively small country. Resembling a patchwork, with some pieces taken from the same garment but others culled from a variety of sources, the organisations and services are by no means uniform. Again, like patches which recall memories of times gone by, the library structures derive from older organisations grafted onto newer ones. Even where it at first seems possible to compare like with like, there are often variations in staffing and services, due largely to developments (or lack of development) before the re‐organisation of local government in the mid‐1970s.

FOR the student who has to choose a field of study in which to learn and exercise his bibliographic skills Sociology affords an interesting and attractive challenge. Indeed, to understand his chosen profession it must necessarily be placed within its social context. Most students at some stage of their development reflect on the social problems that beset the human situation, and some, as the mass media would have us believe, are anxious to remould the “sorry scheme of things” as represented by the existing social structure.

FOLLOWING ON from Roy Tomlinson's article (NLW July), while agreeing with much that he says I would like to enlarge on some points. I had hoped that the educational technology argument had been laid to rest after the publication in the Times higher educational supplement of correspondence occasioned by the Library Association's statements on resource centres.