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This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

ALTHOUGH the first Public Libraries (Scotland) Act was placed on the Statute Book in 1853, it was not until 1899 that the Corporation of the City of Glasgow was empowered to establish and maintain public libraries throughout the city. Between 1876 and 1897 four attempts were made to secure public approval for the adoption of the Public Libraries (Scotland) Acts, but when all these efforts proved unsuccessful, the Corporation decided in June, 1888 to include in a Local Bill for submission to Parliament, certain clauses conferring upon themselves the power to become a library authority. Promoted in 1899, the Bill became known as the Glasgow Corporation (Tramways, Libraries, etc.) Act 1899, and the library clauses passed through Parliament without opposition and received Royal Assent on 1st August, 1899. The powers conferred by this Local Act empowered the Corporation:

SINCE the year 1940, there have appeared two major reports on the Public Library system in Great Britain. The first, “The public library system of Great Britain: a report on its present condition, with proposals for post‐war re‐organisation” by Lionel R. McColvin, appeared in 1942. It suggested sweeping changes in the organisation of the public library system, more radical and far‐reaching than those embodied in the recent recommendations of the Library Association for local government reform. On library co‐operation, the report was equally radical, though certain similarities with the recommendations of the second report are apparent.

This paper aims to explore the advantages of applying best pedagogical practice to library-based teaching, using targeted content in order to contextualise the teaching within a performing arts curriculum. The author, dual-qualified in music and librarianship, is responsible for providing library user education and instructing readers in the use of electronic resources, literature review, related research and bibliographic skills and Scottish songbook history in a performing arts institution. A recent opportunity to take a short course, The Teaching Artist, prompted the author to re-examine her approach to such library-based teaching. Her observations arise from the reflective practice that was a core component of The Teaching Artist course.

The main focus of this concept paper is a consideration of best pedagogical practice, and a discussion of how best to embed it in a curriculum designed for performers and other creative artists. Turning from a role as a bibliographic instructor to that as an academic adjunct, the author addresses similar pedagogical issues in a session on Scottish songbooks, which is delivered each year to second-year undergraduates.

The author wrote a paper on user education for a librarianship journal in 1991. The present paper reflects upon the discernible differences in approach between then and now, and finds that gaining pedagogical expertise has enabled significant improvements.

There is comparatively little published about user education in music libraries, about pedagogical training for librarians working in this field, or about scholar-librarians availing themselves of suitable training to improve their delivery of academic course components.

This article aims to introduces generalist librarians who have music among their subject responsibilities to jazz fake-books as a library resource.

The article begins with a review of jazz as a subject in the professional literature of both librarianship and music education. The second section discusses the origin and history of fake-books, while the third offers suggested selection criteria. This is followed by a bibliography of recommended fake-books, all of which were in print at the time of writing, along with information to facilitate the acquisition process.

Although fake-books in electronic form have become available in recent years, they require an investment in both hardware and software on the purchaser's part. They also carry end-user licensing agreements that make them impractical as library purchases. Print fake-books remain a worthwhile area of study for collection development librarians.

In preparing this article the author discovered that jazz as printed music has been largely ignored in library literature, and has been treated only occasionally in scholarly literature in general.

What to do about preparing librarians for handling non‐book media has been the most vexing problem to face the library schools in the past five years. Or has it? Janet Andrew's plea that “non‐book materials should be treated as what they are—genuine library materials…deserving of attention throughout any course designed to educate (or train) librarians” produced, in the same issue of Audiovisual librarian in which it appeared, a response from the educators themselves:— to be accurate, from ten of the fifteen schools to whom the pre‐print of the article was circulated, and from an eleventh in a subsequent issue. Some respondents outlined their school's policies; others questioned the validity of Ms Andrew's criticisms. If anything emerged from the “debate”, it was that that there is no consensus as to whether or not librarianship education should take special account of non‐book media, or if so, how this should be carried out.

Discusses issues relating to professional development and manpower training in Kenya. Provides background information on the libraries and information sciences training programmes situation. Gives attention to issues and trends affecting the information profession in training, curricula development, application of information technology, cost of information materials and the crisis in supply and demand in regard to manpower development in the information profession. Suggests that institutions for training information professionals need to observe the supply and demand trends in their environment and to adjust both the curricula and intake of trainees to the national situation. The training institutions also need to broaden the courses offered in their programmes to include computer skills, communication studies, economics of information, marketing, research methodologies, management, publishing and booktrade, resource sharing and continuing education. The market for information professionals needs to be provided with products with diversified knowledge and skills. Concludes with observations on how the problems of manpower development and training in information sciences in Kenya may be handled.