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J. Lucas, Ltd. and R. J. Ifield. Dec. 27, 1945, No. 34,919. The flow of liquid fuel from a variable delivery pump to the nozzle in a combustion chamber of a prime mover is controlled by passing the fuel through a valve and a variable orifice, regulating the pump delivery by the pressure drop set up across the orifice and varying the orifice in response to air blower pressure, and controlling the valve by manually adjustable and temperature‐responsive means.

The purpose of the paper is to analyse three Scandinavian iSchools in Denmark, Norway and Sweden with regard to their intentions of becoming iSchools and curriculum content in relation to these intentions. By doing so, a picture will be given of the international expansion of the iSchool concept in terms of organisational symbolism and practical educational content. In order to underline the approaches of the Scandinavian schools, comparisons are made to three American iSchools.

The study is framed through theory on organisational symbolism and the intentions of the iSchool movement as formulated in its vision statements. Empirically, the study consists of two parts: close readings of three documents outlining the considerations of three Scandinavian LIS schools before applying for the iSchool status, and statistical analysis of 427 syllabi from master level courses at three Scandinavian and three American iSchools.

All three Scandinavian schools, analysed, have recently become iSchools, and though some differences are visible, it is hard to distinguish anything in their syllabi as carriers of what can be described as an iSchool identity. In considering iSchool identity, it instead benefits on a symbolic level that are most prominent, such as branding, social visibility and the possible attraction of new student groups. The traditionally strong relation to national library sectors are emphasised as important to maintain, specifically in Norway and Sweden.

The study is done on iSchools in Denmark, Norway and Sweden with empirical comparison to three American schools. These comparisons face the challenge of meeting the educational system and programme structure of each individual country. Despite this, findings prove possible to use as ground for conclusions, although empirical generalisations concerning, for instance, other countries must be made with caution.

This study highlights the practical challenges met in international expansion of the iSchool movement, both on a practical and symbolic level. Both the iSchool Caucus and individual schools considering becoming iSchools may use these findings as a point of reference in development and decision making.

This is an original piece of research from which the results may contribute to the international development of the iSchool movement, and extend the theoretical understanding of the iSchool movement as an educational and organisational construct.

The purpose of this paper is to respond to an earlier article in the Journal of Documentation: The Cult of the “I”.

The method is a form of critical response.

Numerous problems regarding the The Cult of the “I” article are discussed.

This paper puts forward views about the iSchools Movement.

This paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory and continuing professional education for librarianship and makes particular reference to the contemporary iSchools movement.

The paper reviews trends and developments in academic information services and the information science academy in the context of continuing technological advances and educational change. It presents a case study of curriculum development and portfolio renewal, using the specialist roles of digital library manager and information literacy educator to show how the principles of interactive planning can be applied in articulating an academic strategy to meet the changing demands of educational institutions, professional bodies and employers.

There are significant parallels between professional education and professional practice in the shifting boundaries, expanded portfolios and challenged identities evident in the current information marketplace. A combination of continuous incremental development with periodic fundamental review enables professional educators to meet the changing mandates of different stakeholder groups. When combined with a strong professional focus, the breadth and depth of multidisciplinary expertise found in a research‐led iSchool facilitates the design of specialised pathways and programmes for practitioners moving into blended roles.

Practitioners intent on careers in academic libraries should consider the opportunities and demands of hybrid blended roles when choosing educational programmes and pathways.

The paper provides a conceptual framework to illustrate the nature of emergent professional roles and current challenges facing professional educators. Ackoff's interactive planning theory is used to illuminate the problem of academic planning in complex pluralist contexts.

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 audiovisual material 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 Glasgow Branch of B.S.A. Tools Ltd., and of the distributing organization, Burton, Griffiths & Co. Ltd., Machine Tools and Small Tools, has been moved to new premises at 46 Carlton Place, Glasgow, C.5. Telephone No.: South 1121/2.

“What on earth's SKI? Oh, no! Self‐development—a ‘new approach’. Not another article on self improvement for managers, or ‘how‐to‐break‐out‐of‐the‐recession‐and‐put‐British‐industry‐back‐on‐its‐feet’.” Is this what you thought when you read this title? Well, you'd be wrong.

Education in library and information science (LIS) in the first decade of the 21st century is reviewed and discussed in terms of changes, developments, and associated issues. Specifically, courses and concentrations newly added to the LIS curriculum are described along with a summary of what has been revised, including the core. Distance education in LIS is presented as a result of technology application while reposition, relocation, and closures of LIS schools are also examined. Of the organizational changes among LIS schools, the emergence of iSchools and related topics received particular coverage with data gathered recently. Issues persistent in LIS education (i.e., accreditation of LIS programs, library education crisis, and chasm between LIS education and practices) are revisited with analysis. The author believes on the basis of this review that the digital age has brought us in LIS education with opportunities greater than ever. LIS education will move forward and even thrive in this digital age when the field not only makes intelligent use of the technology but also changes in other dimensions as the society advances.

The purpose of this paper is to report on exploratory research that aims to contribute to knowledge on online branding, and the way in which the online channel is being used to support brands. The focus of this research is the top multi‐channel UK fashion retailers.

Content analyses were performed on the web sites of a number of top fashion and clothing retailers, plus three supermarket chains with a strong presence in clothes retailing. An analysis of the extent to which the retailers were using their web site to provide online services and information provided a context for a more detailed analysis of online branding strategies, including communicating brand identity and presence, and building brand relationships.

Most top “non‐value” fashion retailers offer transactions through their web site, offering extended opportunities for brand engagement and experience. While all fashion retailers achieve consistency of visual identity between the online and other channels, their use of the online channel to communicate brand values, and to promote brand relationships is underdeveloped. There is evidence of some innovative practice, but also scope for considerable further development of the notion of online branding. Research into online and multi‐channel branding has a role to play in supporting this process.

This study makes an important contribution to the under‐researched area of online branding, through a study of the online branding activities of top multi‐channel UK fashion retailers.