Search results

THE Manchester School of Librarianship was founded in October 1946, one of the original five schools opened in the autumn of that year. It was attached to the Department of Industrial Administration in the Manchester College of Science and Technology and was thus something of an exception, as the majority of schools of librarianship were attached to Colleges of Commerce or general Colleges of Further Education. As accommodation was very limited in this rapidly expanding college, the then City Librarian of Manchester, Charles Nowell, kindly offered the use of two rooms in the Central Library, so after a brief period in the College building, the students were moved to the Central Library, though the School remained administratively a part of the College. Many former students must have memories of those two curving rooms, the Manchester Room and the Lancashire Room, with their old‐fashioned school desks.

ANDREW Carnegie stands apart from all other library benefactors. No other man has given so much, or given so widely, in the cause of library progress. Although the United Kingdom was not the main recipient of his bounty, it received from him, personally, about £12 million, and considerable sums, in addition, from the Trust which he founded. It might well be expected, therefore, that his name would always be in our minds and that we would remember him more kindly than any other library benefactor. But it is not so.

Other administrators of distinction have edited professional journals ably over several years. None has served under four companies over a decade as did the former City Librarian of Westminster. The bright covers, broad interests and fresh writing of Harrison's LW did much to extend the professional dialogue in the years of Roberts, Parry and Dainton. Here Harrison discusses the typical difficulties and the satisfaction of the professional gatekeeper.

I HAVE sometimes been asked whether I am conscious, as the present editor of THE LIBRARY WORLD, of the spirit and influence of its founder, James Duff Brown, and of his editorial successors, who included J. D. Stewart and W. C. Berwick Sayers. The answer is that of course I am—how could it be otherwise?

Celebrates the 90th birthday of Bengt Hjelmqvist in October 1993 with an account of his life and work. Illustrates his role in fostering Anglo‐Scandinavian public library conferences. Outlines his major publications and examines his work on Scandinavian public library buildings, as Head of the Library Section of the National Board of Education in Stockholm from 1945‐1969. Explains also his influence on British librarianship.

IT is seldom that I can bring myself to write anything for publication, and as I had a longish article on “The education of librarians in Great Britain” printed as recently as 1964 in the Lucknow Librarian (which is edited by my friend Mr. R. P. Hingorani) I had not contemplated any further effort for some time to come. But as THE LIBRARY WORLD evidently wishes to cover all the British schools of librarianship it would be a pity for Brighton to be left out, even though, coming as it does towards the end of a gruelling series, I can see little prospect of this contribution being read. Perhaps, therefore, I need not apologise for the fact that, as my own life and fortunes have been (and still are) inextricably bound up with those of the Brighton school, any account which I write of the school is bound to be a very personal one.

The purpose of this chapter is to analyze ethical issues and current trends of major college athletics in relationship to Black males in society. The focus of this chapter is on identity and how higher education institutions can cultivate a more balanced student-athlete mindset through images and representations. In addition to a review of relevant literature, a content analysis of six State Farm Insurance Cliff and Chris Paul commercials was conducted so that new knowledge is applied to the constructs of academic and athletic identity. Commercial and advertisement content analysis was utilized to address student-athlete life skills issues in terms of transferable attributes from sport to life. College athletics programs need to develop systemic and culturally relevant strategies that enable Black males to transfer skill sets developed through participation in intercollegiate athletics to future occupational endeavors. The chapter concludes with a recommendation section for education research, practice, and policy.

SEPTEMBER finds the summer irrevocably over, although there will still be one or two very beautiful months in the English autumn remaining. It is usually the time when the older librarian thinks of conferences, and today he realizes regretfully that these have receded into what already seems a remote past. This month as we write we have to repeat the expectation we have expressed every month since May that before these words appear in print the threatened lightning attack on the life of England will have been made by the Nazis. It is becoming so customary, however, that one can only suggest that so far as circumstances allow we proceed with our normal work. The circumstances may make this difficult but they should be faced. One thing stands out: that in public libraries, at anyrate, the demands made by readers have gradually returned to their usual level and in some places have risen above it. This does not always mean that the figures are as high as they were, because in many of the great cities and towns a part of the population, including a very large number of the children, have been evacuated. In spite of the pressure on the population as a whole, it would seem that head for head more books are being read now than at any previous time.

This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different groups with different interests, different languages and dialects, different knowledge bases, different metaphysical knowledge and different religions, or no religion, together through provisional agreement on key principals of political pluralism. Marginalised groups may not feel like they belong and may be vulnerable to ideologies that give them a sense of being disconnected from community. Such a position stands as a barrier to political pluralism and shared world views. The situation might be ignored in schools because developing political liberalism through participatory, evidence-informed leadership that is logical, moral and ethical requires time, and agents need to be prepared for such identity work. However, the problem cannot be ignored if community members seek to belong with risky gangs, and are vulnerable to radicalisation, which is very dangerous for them and for their communities. Empowering others may be achieved by developing their capability to ask good questions, and apply collaborative critical thinking for solving social and personal problems. Such empowerment requires shifts from hierarchical teaching of standardised knowledge that is right or wrong to doing the right thing as mature citizens in becoming. The chapter also identifies that it cannot be assumed that leaders are willing or able to distribute leadership, or that doing so would be a panacea for navigating the turbulence faced by their schools to empower societal innovators for equity and renewal. Rather, we concur with Leithwood et al. (2008) who advocate for a thoughtful and purposeful approach to developing leadership for school improvement.

This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.