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This paper presents the findings of a study that explores the use of school libraries and their resources by teachers, their level of collaboration with their school librarian, and the problems faced by them in using these libraries.

A questionnaire survey was conducted and 76 teachers from seven schools in Singapore participated in the study.

The results showed that teachers generally did not use their school libraries and various information resources effectively, mainly due to the inadequacy of their school libraries in terms of educational materials. In addition, teachers typically did not collaborate with their school librarian in planning their lessons or other academic activities.

The study only managed to involve 76 teachers from seven schools. A larger number of respondents would have been more desirable. However, these 76 respondents represented teachers with teaching experiences that ranged from less than 3 years to more than 20 years. The study provided an insight into the situation of school library use by teachers in Singapore and their related factors. This insight could in turn yield initiatives on various aspects of school library research, such as the role of the school library in the school curriculum, and how school library usage by teachers or school librarian‐teacher collaboration can be improved.

The study proposes that teachers be familiarised with the role of school libraries and librarians through in‐service and pre‐service teacher training courses and through school library outreach programmes.

The paper highlights the importance of the school library in the school curriculum, presents the elements that can contribute to or work against the use of the school library by teachers, and most importantly, proposes strategies that can be implemented to improve the situation as revealed in the study.

In this second of two articles, the author examines the implications of demographic and social trends for Library and Information Studies Schools including present and future demand and supply for training. The response of the Schools by way of course changes and recruitment policies is discussed. The market for information professionals will also be affected when there is greater competition for new graduate labour. Ways of tackling the skills shortage could include: tied contracts, providing better prospects for women, increasing staff training and benefit packages, improving the image of the profession, and exploiting alternative sources of labour.

The purpose of this paper is to discuss the state of information literacy (IL) education in library schools in Africa. Principally, to understand how prepared the library schools are to take the lead by integrating IL courses into their school curricula.

The survey was carried out in two parts: first, the researcher conducted a survey of web sites maintained by library schools in Africa to identify the IL course offered and also to analyze the course contents. That was followed by sending an e‐mail message containing three research questions to library and information science (LIS) faculty members to ascertain the availability of IL courses in their curricula.

Results from the study revealed that, presently, only a few library schools offer the course IL as a stand‐alone course in their curricula. Many library schools have not yet incorporated “IL” as a stand‐alone course in their LIS curricula, rather, it is briefly discussed as a topic in related courses. The reason being that the LIS departments lack the technological facilities and qualified personnel to teach the course “IL.” Although not all the library schools in Africa were examined due to language barrier, more than 60 library schools were investigated, among them 20 institutions were found offering IL courses or a related area.

The researcher could not examine all the library schools in Africa due to language barriers, as many of the African countries have French as their official language and others Portuguese.

The results from the study reported in this paper will provide important data and insight into the current state of IL education in African library schools, and generate suggestions for educators and policy makers developing and including “IL” as a stand‐alone course in the LIS curriculum.

The purpose of this paper is to discuss the status, trends and challenges of library and information education and training in Eastern and Southern Africa. It notes that library and information education and training in Africa is undergoing rapid change, with difficult challenges to be overcome. For example, during the past 20 years, the number of library schools has grown in some regions and declined in some, such as South Africa. Common LIS factors include amalgamation, re‐orientation, and curriculum review and revision.

The authors' extensive experience with and exposure to LIS education has been used together with observations and literature survey in the field to inform this paper.

It is evident that LIS schools have, to a greater or lesser extent, been redesigning their curricula to keep track of the latest developments in the information world and keep their teaching market‐related. New qualification programmes have been developed to provide opportunities for further specialization. In many cases departments have changed their names to reflect these new focus areas and extensions, and in many cases departments have realigned themselves within their universities. It is evident that LIS schools have taken the challenges of the changing information environment very seriously, and have adapted their curricula, their names and their institutional alignments to reflect these changes.

The paper raises fundamental issues concerning trends, challenges and opportunities for LIS education and training in eastern and southern Africa by largely drawing examples from the authors' experience and related African studies in the domain.

The paper provides useful current information to inform LIS educators, researchers, students and other stakeholders on the issues and challenges of LIS education in the region.

Information provided in this paper is of value for comparative studies on LIS education and training. The paper is current and largely informed by participant observation, participation and experiential knowledge that is fresh and well informed.

The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the professional press, and became the object of a study by Judith Collins and Janet Shuter who identified them as “information professionals working in isolation”. Many of the problems identified in the Collins/Shuter study remain — not least of these being the further education and training needs of OMBs. These needs are studied in this report. The author has firstly done an extensive survey of the literature to find what has been written about this branch of the profession. Then by means of a questionnaire sent to the Aslib OMB group and the National Council for Voluntary Organisations (INVOG), training and education needs have been pinpointed. Some of these needs have then been explored in greater detail by means of case studies. The author found that the most common deterrents to continuing education and training were time, cost, location, finding suitable courses to cover the large variety of skills needed and lastly, lack of encouragement from employers. The author has concluded by recommending areas where further research is needed, and suggesting some solutions to the problems discussed.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.

The paper seeks to explore the complex relationship between education and library/information science (LIS). It aims to identify areas of convergence and significant differences, especially in terms of how what takes place in educational environments may be seen to run contrary to textbook LIS principles.

The author investigates the salient issues through the use of a wide range of sources, including books, work presented at conferences, academic journal papers, articles in professional periodicals and newspapers, statutory documents, blog entries and contributions to a DVD programme. Many of these first came to the author's attention whilst he was conducting work for a doctoral project beginning in the late 1990s; the more recent sources were identified during investigations specifically undertaken for the preparation of this paper. He also includes insights and other thoughts based on his own experience as a teacher and support officer in schools.

There are various ways in which the function and duties of teachers and information professionals coincide and, in several respects, they support one another. Yet there are disparities, too, especially in terms of attitudes to the school library, to how resources should be provided for learners and to educational priorities. Contrasts with regard to perceptions of and skills in relation to information literacy exist and differences are apparent in the relative positions within schools of teachers and information professionals.

Studies examining the relationship between education and LIS are rare. This should not imply that the territory is unimportant, however. Indeed, an improved understanding of this area is crucial if professionals in the two camps are to work in greater harmony. Teachers and librarians alike would benefit from reading the work as, having done so, they will be better placed to appreciate the contribution to learning of those professionals in the other category.

This literature review aims to provide a synthesis of key information available about the management of independent secondary school libraries in England and Wales. The review has been the foundation of a PhD research project that is investigating issues about the management of school libraries in English and Welsh independent schools.

The literature review covers both hard copy and electronic formats identified from accessing library catalogues, contacting relevant organisations and key players, conducting online databases and wider internet searches plus other elements of the literature search. The review is structured to address the literature about independent schools, their libraries, national and international guidelines for best practice on school librarianship, previous research, the role of the school library manager and select key current issues.

The literature review indicates that there is a substantial current literature about general school librarianship, much of which is relevant to the management of independent school libraries. However, the independent school library sector itself has not been widely researched and the published information about it is scant.

The literature review has largely focused on published information about general school librarianship where it impacts on independent school libraries. This is because there is little information specifically about the management of independent school libraries. Because each school library is different and is a reflection of its own school's culture, a general overview of the management of independent school libraries has not previously been produced. The review is a selective literature review, but identifies the key works relevant to the management of specifically independent school libraries.

The review has helped to structure and direct a PhD research project that is contributing to the literature and addressing some of the gaps in knowledge.

Literature on school librarianship tends to focus on issues that are topical at the time of publication. A review of the literature about the broader management of the school library is original. Also, a literature review that is relevant to the management of independent school libraries is unique. The review will be of value to the broader PhD research about the management of independent school libraries. It will be of particular interest and worth to independent school library managers, but also to general school library practitioners and those with an interest in the sector in the research, government and wider educational communities.

This paper is based on a literature review and aims at providing guidelines for a school library development policy for Uganda. It presents the need for school libraries, describes the background to the policy formulation process, and analyses the existing legal and institutional framework for school libraries in Uganda. The paper highlights the current initiatives in support of school library development in Uganda and gives justification for a school library development policy for Uganda. Guidelines and implementation strategies are given to guide the formulation of this school library development policy.

The names of library schools were changed from library science to library and information science in the mid‐1980s, and to information management a decade later. This paper analyzes the context surrounding the renaming, discusses the effects it caused in LIS education, including educational objectives, curriculum system, teachers’ qualifications and employment market, and describes briefly the prospects in LIS education in China.