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The collective interaction of disaffected pupils is often described as a counter‐school subculture or as an informal organization within the school. This paper reports the findings of an Australian ethnography which indicate that such pupils are able not only to assert their own autonomy and to circumvent the institutional axis in which they operate, but are also able to influence what is perceived to be the formal structure of the school.

This paper aims to identify potential roles for Library and Information Science (LIS) faculty in an information literate University (ILU). The authors note the pressures on universities for change, and the debates and issues arising from these pressures. They define Information Literacy (IL) and present their concept of the ILU. Two case studies in curriculum development are outlined. The first describes development of compulsory Integrative Studies classes in the Strathclyde University’s Business School. These are taught by a cross‐disciplinary team, and they represent a rethinking of the course curriculum. The second case study, of the IL class at Strathclyde University, provides an example of experimenting with a holistic IL curriculum. Building on this, the authors propose possible roles for LIS faculty within the ILU. The paper concludes by suggesting that LIS faculty have some way to progress in fulfilling all their potential roles.

A two‐year experimental programme to apply the research findings of a research programme into the practice and organisation of new product development is described. It was conducted within a large manufacturing subsidiary of a major international organisation. The results from the past research work were converted into a usable form and applied through a planned programme of analysis and change. It describes how the work covering all levels of personnel from general manager to the shop floor staff, was initiated directed and controlled.

The purpose of this research is to identify UK English academics' conceptions of information literacy and compare those conceptions with current information literacy standards and frameworks.

Three year AHRB‐funded study involving 80 academics interviewed throughout the UK and using the phenomenographic research method to discover variation in experience leading towards identification of qualitatively different conceptions of information literacy. Conceptions are then reviewed in light of previous research and current librarian‐generated frameworks and standards.

The findings identify UK English academics' conceptions of information literacy and show them to be both similar to and significantly different from conceptions described in previous research and librarian‐generated frameworks and standards.

The research focuses on creating a conceptual snapshot‐in‐time for the 20 English academics taking part. The research implies that disciplinary differences in conception of information literacy are significant and suggests further research to assess disciplinary conceptual differences.

Librarians working with English faculty on information literacy need to be aware of differences in conception between themselves and academics to work effectively. The paper also highlights the significance of information literacy in English faculty's teaching and research practices and this relevance suggests that information literacy should be integrated into course and curriculum design.

The paper fills a major gap in literature on information literacy by focussing on conceptions of lecturers, thereby counterbalancing the abundance of work produced by librarians. The paper illustrates the complexity of English academics' conceptions of information literacy and informs academics' use and understanding of information literacy.

This paper gives a succinct account of current debates in the literature on graduate attributes as they are related to employment and lifelong learning, and argues the limitations of a “key skills” agenda as a guide to curriculum practice. Development of a curricular innovation that addresses key skills, “integrative studies” at the Strathclyde University Business School, is described and located in a wider framework of work‐related facets that extend thinking beyond key skills. Those facets include the idea of a learning organisation and the concept of student identity formation. A research‐based approach to further development of the curriculum is outlined, which takes the experiences of students and the perceptions and practices of specific employers to be key influences.

Judging by the amount of Press coverage and the fears of lost revenue emanating from the Treasury, leasing must be an expanding market. How fast is the rate, and what is the volume, is difficult to ascertain. The major organisations, the British Vehicle Rental and Leasing Association (of which Interleasing are members) the Equipment Leasing Association and the Finance Houses Association between them cover the market. By a special correspondent from Interleasing (U.K.) Limited.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.