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The purpose of this paper is to measure reliability and validity of the Scoring Rubric for Information Literacy (Van Helvoort, 2010).

Percentages of agreement and Intraclass Correlation were used to describe interrater reliability. For the determination of construct validity factor analysis and reliability analysis were used. Criterion validity was calculated with Pearson correlations.

In the described case, the Scoring Rubric for Information Literacy appears to be a reliable and valid instrument for the assessment of information literate performance.

Reliability and validity are prerequisites to recommend a rubric for application. The results confirm that this Scoring Rubric for Information Literacy can be used in courses in higher education, not only for assessment purposes but also to foster learning.

The purpose of this paper is to compare the perceived benefits of public libraries and their structure in the major areas of life between Finland, Norway and the Netherlands.

The data were based on representative samples of Finnish, Norwegian and Dutch adult library users. In Finland a mail survey was used and in Norway and the Netherlands web surveys were used for data collection. The distribution of the proportion of those benefiting from the library in various areas of life at least sometimes was compared across countries. The structure of benefits was compared across countries by factor analysis.

The results showed that the level of the nineteen benefits observed was considerably higher, and the range of benefits remarkably broader in Finland compared to Norway and the Netherlands. It is likely that the greater supply of library services in Finland compared to the other two countries explains the differences in benefits derived from the public library. The study validated the measurement instrument for the perceived overall outcomes of public libraries.

Comparing only three countries is too limited for producing valid results on the relations between the supply of library services and their use and the benefits derived from that use. Analyzing these associations in a larger sample of countries would create reliable results also for policy making.

The policy implications of these findings are discussed.

This is the first across-country comparison observing perceived benefits of public libraries across major areas of life.

This paper aims to describe the effects of the Dutch policy program the Library at School on primary school pupils’ leisure book reading and attitude towards reading books, in the first year of the nationwide implementation of the program.Design/methodology/approach – In monitoring the effectiveness of the Library at School, online questionnaires were administered to students (grades 2‐6), teachers and reading‐media consultants. The study is based on data collected in the school year 2011‐2012 from a sample of 4,682 students from 229 classes, with 284 teachers of 68 schools.

Multilevel regression analyses show that effects of the Library at School on reading attitude and leisure reading cannot yet be discerned in 2011‐2012, although slightly positive univariate effects are found.

As yet, the number of participating schools is limited, hence statistical power is low on that level. Whether the sample can be considered representative for all Dutch primary schools is not certain.

The findings suggest that a school library in itself is not sufficient to promote book reading in leisure time. The role of the reading‐media consultant in facilitating both teachers and learners might have to be strengthened.

This study gives a first glimpse at the effects of the program the Library at School on the reading attitude and leisure reading of primary school students in The Netherlands. The continuous monitoring approach employed is new and can be helpful for similar policy programs in other countries.

The purpose of this paper is to compare the perceived benefits of public libraries between five culturally different countries: Finland, Norway, the Netherlands, South Korea and the USA.

The data were based on representative samples of Finnish, Norwegian, Dutch, Korean and American adult library users. In Finland a mail survey was used and in other countries web surveys were used for data collection. The distribution of the proportion of those benefiting from the library in various areas of life at least sometimes was compared across countries. The pattern of benefits was compared across countries by forming four outcome indexes from the 19 benefit areas. The differences in the outcomes between the countries were explained by demographics and library use variables.

The intensity of perceived benefits differ considerably, with the Finns and Americans reporting a higher level of benefits than the South Koreans, who in turn derive more profit than the Norwegians and the Dutch. The large difference in library supply between Finland and other countries may explain the differences in the perceived benefits in part of other countries but the USA.

The study covered only some socio-economic and library usage factors as independent variables explaining the variation of benefit patterns. A more thorough analysis of library supply between the countries may explain some differences in perceived benefits.

The policy implications of these findings are discussed.

This is the first across-country study comparing and explaining the patterns of perceived benefits between culturally different countries.

Dramatic changes in the role and position of public libraries require a fundamental reconsideration of professional development programs for library professionals. This paper seeks to address this issue.

This Dutch case study describes an innovative academic professional learning programme and its development through a process of intensive stakeholder consultation and co‐creation.

Market analysis and stakeholder consultation revealed that traditional professional development programs are not sufficient, and that an innovative learning approach is needed to accommodate professionals in the current disruptive context. Through intensive co‐creation between academics and library stakeholders, a learning approach was developed that combines workplace learning, networked learning and distance learning with intensive inspirational face‐to‐face sessions, merging formal and informal learning. A first batch of professionals has just started the programme that centres around four main themes that deal with the current challenges for public libraries: changes in society, culture, organisation and technology. Each theme is integrated into the main learning stream of collectively developing new librarianship.

The Library School learning approach is expected to be suitable for many sectors that deal with continuous professional development.

Society in the twenty‐first century requires innovative approaches to continuous professional development. Close collaboration between universities and professional stakeholders can lead to sector‐wide commitment and thus create added value for all parties involved and for society as a whole.

A co‐creative development process has led to an innovative learning approach for continuous professional development. This paper is of value to professional development departments, learning providers and human resource managers.