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Experience has shown that states lose business and stall the ensuing development of their economies because of a lack of quality and foresight in their education systems. Some states feel that they have a vast reservoir of unskilled citizens who will work for nothing and companies will buy into it, but Harlan Cleveland in his article, “Education for Citizenship in the Information Society,” writes that “people who do not educate themselves, and keep re‐educating themselves to participate in the new knowledge environment will be the peasants of the information society.” Many research libraries are also stunting their own development through a lack of foresight in the provision of service. These libraries feel that their “all‐encompassing” unconnected collections continue to be a drawing card for recruiting and retaining the best scholars. University administrators who are also strategic planners will not continue to financially support this attitude.

With so many academic librarians now employed in split or multi‐task job assignments, those who teach may question how they can develop the skills they need to be challenging and innovative in the classroom. Instruction librarians may turn to their colleagues to help them cultivate their teaching skills, particularly during times when bibliographic instruction (B.I.) workshops or training sessions are not imminent. Noticing the informal coaching that exists among trusted colleagues, some libraries have given structure to this exchange through peer coaching programs.

A study examined reading strategies in relation to information-seeking stages, tasks and reading media in an academic setting. Understanding reading practices and needs in the context of information-seeking can refine our understanding of user choices and preferences for information sources (e.g. textbooks, articles, multimedia content) and media (e.g. print and digital tools used for reading). It can also help to examine the changes in reading practices brought about by digital devices and content.

The data were collected via an online questionnaire from a sample of graduate students over the course of two months. The data were analysed using descriptive statistics.

The authors found that all information-seeking stages and all academic tasks were characterised by a combination of “deep” and “surface” reading and a use of both print and electronic resources. Contrary to previous studies that linked digital media to “surface” reading (e.g. skimming, searching for keywords), the participants reported a high number of “deep” reading tactics (e.g. annotating, connecting text to prior knowledge) while using digital resources.

The study relied on a convenience sample of library and information science students, so some findings can be attributed to the sample’s demographics and academic demands. The findings imply that at all stages of information-seeking for all academic tasks, graduate students were engaged in both deep and surface reading using both print and electronic resources.

The findings show that students read print and digital texts, suggesting that it might be premature for academic libraries to part with their print collections. Understanding relationships between academic task, information-seeking and reading can aid students in choosing the right reading resources for their academic tasks, educators in assigning appropriate materials for course projects, libraries in providing appropriate resources to their readers and information retrieval system designers in offering useful features for different reading needs and styles.

The findings indicate a shift in academic work culture and reliance on digital texts for deep and surface reading.

The study produced preliminary support for the development of a unified information-seeking and reading model.

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.

Participants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.

Quantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.

This study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

This article provides a snapshot of several innovative and underused methodological approaches employed by scholars from across public management.

A comparative review of methodological approaches to public management research is used.

The authors find evidence of scholars applying numerous novel methodological approaches to study social science phenomena, including agent-based modeling, nonparametic approaches, social network analysis, Granger equations and techniques for correcting selection bias.

The review does not cover all of the innovative methodological approaches used in social science. However, the methodological techniques showcased offer promise for advancing public management research, whether used as primary applications or as one of multiple methods (triangulation) to test the validity of research findings and/or to more comprehensively understand the phenomena being studied.

The techniques reviewed include example applications to aid researchers who may wish to apply them in their own research. The novel tools and methods already in use by public management researchers contradict the perception that public management methods have lagged behind other social science disciplines.

Public management researchers have successfully leveraged theory to advance the understanding of contracts and the different governance structures that underpin contract relationships. Yet there is still much to learn about the implications for different governance structures. Applying insights from property rights, the purpose of this paper is to examine the substance of initial government contracts and their subsequent amendments in order to determine whether allocation of decision rights leads to better or worse contract amendments.

The authors evaluate the text of initial contracts and their subsequent amendments in 258 government–business relationships and focus on the implications of assigning key decision rights to the party with most relevant knowledge expertise.

Two primary findings are presented. First, initial contracts where knowledge expertise and the associated decision rights are co-located (i.e. integrated) are likely to be associated with ex post adjustments that benefit both parties to the contract. Second, the authors find that this initial finding is likely a result of government integration as opposed to supplier integration.

Given that we know most professional service contracts require some form of contract amendment over time, this research helps us understand why some amendments will reinforce the collaborative (Pareto enhancing) nature of the relationship, while others may be more one sided (rent seeking). Unlike other theoretical approaches (e.g. transaction cost theory), property rights theory provides guidance for such decision making.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.

Exploring a new conceptual framework for authentic followership (AF) comprised of three components: individual, dyadic and organisational. The purpose of this paper is to explain how the components of AF interact as a positive, non-linear feedback loop. It presents three propositions of positive outcomes arising from AF. First, AF builds follower’s strengths and capacities. Second, AF strengthens dyadic relationships between followers and leaders. Third, AF deepens and strengthens positive organisational culture thereby improving organisational performance. It discusses the practical significance of these propositions for followers, leaders and firms.

The paper provides an overview of AF. Then three propositions of positive outcomes arising from AF are presented. It identifies how these propositions could benefit followers, leaders and firms. In conclusion, it offers suggestions for future research directions and notes some limitations of this work.

The key finding of this paper is that AF could potentially strengthen the capacities and performance of followers, leaders and organisations if the propositions presented in this work are correct – if the three components of AF interact with each other as a positive feedback loop strengthening and reinforcing each component of AF. To establish the validity of the AF model and the three propositions the paper suggests that investigations in different empirical settings are undertaken: SME’s and multinational corporations, in different countries under different market conditions, with followers and leaders of different gender, age, education level, roles and tenure of employment.

The paper’s core contention that the components of AF interact as a positive feedback loop has significant practical implications – beneficial outcomes for followers, leaders and firms. P1 explains how AF enables followers to gain confidence, maturity and create solid foundations from which to thrive and flourish. P2 explains how dyadic relationships between followers and leaders could be strengthened, deepening trust and respect between each party, thereby enhancing leadership effectiveness. P3 explains how the dynamic processes of AF can strengthen and deepen positive organisational culture and enhance organisational performance.

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

The paper introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

The paper 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 classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.