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Prior to the recent establishment of the Training Centre for Continuing Education of Librarians, training of librarians in Croatia had been organized sporadically by several organizations in the field. For the majority of librarians, however, professional education could have easily ended with diploma, because there has been no legal obligation to attend any form of further education. The first attempt to establish a consistent pattern of continuing education for librarians in the whole country was made when four major organizations in the library field, the National and University Library, Zagreb City Libraries, Croatian Library Association and Department of Information Sciences, Faculty of Philosophy, signed an agreement on the establishment of the Training Centre. The programme of the Centre was successfully launched in February 2002. However, further activities of the Centre might become seriously hampered by the lack of legal provision for continuing education that makes it difficult for librarians to obtain leave, lack of funding allocated in library budgets for the education, and the impossibility of relating professional development to professional promotion.

This study explores how Taiwanese college and technical institution libraries familiarize users with library facilities and information resources. Three relevant literatures were reviewed to identify the general trends from the past. Questionnaires were distributed to 19 colleges and 50 technical institutions, 61 institutions responded. Various user education programs, implementation methods and evaluations were explored in the survey. Lists of common difficulties and the problems faced by library staff and their suggestions were profiled and compiled. Analyses based on the survey findings are made and suggestions centered on the analysis results are provided to interested fellow librarians in Taiwan.

To determine and compare approaches to the education and training of librarians for work in digital libraries. More precisely, to identify – in general terms, rather than specifically – the important competencies required by information professionals in creating and managing digital libraries, and in facilitating their use, and to assess how these competencies are treated in LIS education and training, and therefore how the capacities of the information professions are being developed.

Literature analysis of the skill sets required by librarians working with digital materials. Evaluation of formal education and of professional development programmes in the UK and in Slovenia, to assess how these needs are being met.

Both formal education and continuing development training are adapting to cover aspects of the digital library environment, both in the UK and in Slovenia. This is happening as part of the normal process of the redesign of degree programmes and of training courses. Digital library skills and knowledge – embodying conceptual, semantic, syntactic and technical aspects – are being included in existing courses, for the most part, rather than in entities labelled “digital library”. This approach has strengths and also weaknesses. While there is some agreement on core topics, there is much variation in how they are presented, and in the relative importance given to them.

Based on comparison of education and training programmes in two countries, the UK and Slovenia.

Recommendations for curricula are made.

Provides an insight into education and training needs in a developing and important area.

The purpose of this paper is to describe Qatar's Education City's six university libraries, their international patrons, collections, and services.

The paper provides analysis of the data provided by various parties related to patrons, collections and services of the six university libraries in Qatar's Education during the calendar year of 2009.

Education City's six branch libraries successfully support the needs of their patrons' curriculum and research needs especially in the e‐resources.

This research provides in‐depth information for the Qatar Foundation, university and library administrators of main and branch campuses related to future e‐licensing, collections acquisitions, and staffing.

Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship, Britain's “apprenticeship” system of qualification gave way to formal library school education, and a new category of “non‐professional staff” was created, of people who were unwilling or unable to proceed to graduate‐level qualification. The development of non‐professional certificates of competence in the UK is described against parallel developments in the US, Canada and Australia; the COMLA training modules are also examined. The theoretical and practical issues surrounding training are discussed, training schemes and qualifications in the four countries analysed, and the relative merits of in‐house training and external certificate programmes argued.

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 need for continuing professional education (CPE) for librarians is discussed. The libraries and educational institutions in Tamil Nadu are briefly examined and attempts at CPE programmes in India are traced. A draft plan for CPE for librarians in Tamil Nadu is presented and the New Education Policy of the Government of India and role of the UGC and staff colleges are highlighted. Obstacles to CPE are listed.

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.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to provide 13 recommendations relating to the future of Indonesian library education based on the results of an extensive research study. The objective of the research was to investigate the desired level of educational qualifications and continued professional development of Indonesian academic librarians.

The research included surveys of Indonesian academic librarians and their managers, plus extensive interviewing of stakeholders. The recommendations have been developed on the basis of data gathered in this research.

There is an immediate need to raise the standards of Indonesian library education in order to enhance skills required of the contemporary library workforce. The Indonesian Librarian Association has an important role to play in raising the quality of library education and the status of librarians.

The recommendations have far‐reaching implications for Indonesian library education. There are also implications for the wider Indonesia library profession, and for the professional associations, in particular the Indonesian Librarian Association.

The recommendations are based on the first comprehensive analysis of the educational and continuing professional development needs of Indonesian academic librarians.

In addition to providing a review of the literature recently published in the librarianship of non‐book materials this survey aims to draw attention to the characteristics, problems and achievements particular to the documentation and handling of non‐book materials (NBM) in many types of libraries. The materials are briefly described and considerations of selection, acquisition, organization, storage and in particular bibliographic control are dealt with in some detail. Other areas of concern to the librarian dealing with media resources, including the organization and training of staff, planning, equipment, exploitation and copyright, are also discussed. The past decade has seen the widespread introduction of NBM into libraries as additional or alternative sources of information. Librarians have been given an opportunity to rethink many basic principles and adapt existing practice to encompass the new materials. The survey reflects the achievements and some of the failures or problems remaining to be solved in this rapidly expanding area of library work.