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This paper aims to focus on investigating information literacy (IL) capabilities and IL self-assessment of Vietnam’s upper secondary students.

The investigation was conducted in two upper secondary schools in the country using a multiple-choice questionnaire. The questionnaire was based on the IL competency-level assessment toolkit of high schools in the USA, the tool for real-time assessment of IL, to measure students’ IL in terms of developing search strategies, evaluating information sources, using information ethically and using English to engage with information effectively.

The findings reveal that students’ IL has not been well equipped. There is a real need to work toward improving the IL capability of Vietnam’s upper secondary students. The findings also reveal gender differences in IL capabilities.

The research used a closed-response questionnaire, which is considered appropriate to engage with Vietnamese high-school students, to explore students’ lower-level IL skills and their self-assessment rather than higher-level thinking competencies.

This research may help Vietnam’s educators understand high-school students’ IL competency and raise their awareness of the importance of IL to encourage the implementation of an IL programme.

This study contributes to the existing knowledge by adding substantially to current understanding of IL level of Vietnamese upper secondary students – a context which has not been explored to date. It also indicates gender inequality in IL capabilities.

This study aims to identify the ways in which information literacy (IL) in-practice initiatives are framed for Vietnam’s upper secondary students and to suggest an appropriate IL teaching model for schools in the country.

The research used a qualitative multiple case study approach, including two phases of data collection. The first phase gathered data from semi-structured student interviews. The second phase included semi-structured professional interviews and an analysis of documents.

The research found that time pressure, teaching method, resource issues, students’ awareness of IL and support from family are challenges for the development of IL programmes. These factors impinge upon the development of an IL teaching model for Vietnam’s upper secondary schools.

The focus of this study was limited to two schools to gain the depth of data needed to provide a holistic picture of the practice of IL teaching in Vietnam’s upper secondary schools.

This study could provide some guidance to the Ministry of Education and Training in the development of educational policies and initiatives through identifying the possible contributions of IL to Vietnam’s education system.

The study provides an understanding of the development of IL in the education system in transition, from a didactic to a constructivist approach.

The purpose of this paper is to consider the preliminary findings arising from two case study library authorities in the North East of England, examining current volunteer use in Public Libraries. Specific reference to quality and professionalism will be discussed, to identify key trends and ways forward.

This research involved a series of interviews with key staff, a staff survey, user survey and volunteer focus groups.

The early-stage results of the qualitative analysis are reported, including key emergent themes relating to quality and professionalism. Triangulation of the key stakeholder opinions will be carried out.

This research relates to an area that is a key factor of modern public library provision, and helps to illustrate the complex environment that exists.

Volunteer use in public libraries is a feature of the hybrid model of library provision in the twenty-first century, and the need to ensure quality and professionalism to improve service provision is even more critical.

This research considers current thinking amongst stakeholders within public libraries and attempts to move the debate about volunteer use in library service provision forward.

It provides initial thoughts on what features are essential for successful volunteer use in public libraries, with regard to quality and professionalism.

Focuses on the research outcomes of a longitudinal, in‐depth investigation of the electronic information resource use of 16 young people. Aims to provide a flexible, qualitative framework that can be applied within local contexts to enable context‐specific understanding of electronic information resource use. Concludes that, although the groups may remain consistent, personal constructions and notions of value within those groups is more likely to be context‐specific.

If information professionals are to measure the value of their services, they must talk directly to users and listen to what they have to say about their lives, as well as measuring the service in terms of value for money. Whilst acknowledging the necessity of data concerned with processes and procedures, the concept of value can only be fully explored by going to the individual user directly, within a specific context. Researchers must make the anecdotal believable, trustworthy, worthy of being considered alongside other types of hard data, and a constructivist approach to collecting, analysing and presenting qualitative data can be used effectively to achieve this. The UK government has pledged to deliver public services to meet the needs of citizens, not the convenience of service providers, by involving and meeting the needs of all different groups in society. Its Best Value review represents one of the most far reaching challenges facing those responsible for local services. Can its framework provide the flexibility to support all those who have a stake in measuring value of library and information services?

This research aims to produce a “mile‐deep” study of the impact of using EIS on a small homogeneous group of undergraduate students during their entire undergraduate education, a period spanning three years.

This research uses a constructivist approach, focusing on 19 in‐depth, holistic case studies to produce “rich pictures”. Data collection is achieved using interviews, focus groups, student diaries, bibliography analysis and observation. The fieldwork lasted three years in order to investigate changing behaviour over time, and measure impact.

These rich pictures reveal a variety of ways in which access to EIS can provide valuable learning opportunities in higher education. This paper focuses on the cross‐case analysis of the change in perceptions and use of EIS over a period of three years and the nature of the intervention that impacted upon this perception and use.

This research indicates that longitudinal studies can demonstrate the impact of resources on individuals. This was a very homogenous group of research participants, it would be very useful to apply this research design to other profiles in order to establish transferability.

Electronic information services provide students with opportunities to interact one another and with vast quantities of information. Research has indicated that learning and cognitive development are intricately linked to opportunities to process and interact with relevant information and the medium used to deliver this information may well have an impact on these opportunities.

The length and depth of this investigation is rare in performance measurement research, impact was measured over time and in depth, on an individual basis.