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The purpose of this paper is to examine the notion of “post‐literacy,” a presumption that posits reading will be transformed by electronic devices into an experience rather different than printed text readers encounter, and that, perhaps, a level of post‐literacy has already been reached given the plethora of e‐reading devices currently available.

The paper uses a literature review and commentary on this topic that has been addressed by writers and researchers.

Librarians would agree that there is increasing evidence of a digital shift in the reading habits of their patrons, thus supporting the premise of a post‐literate environment. In order to meet the challenge within this change environment, libraries will need to plan their collections and services expeditiously and measure their expenditures differently each year to serve a public keen on an interest in digital reading materials.

The value in addressing this issue is to consider some of the evidence suggesting that the transformation of reading from a traditional print engagement with text to a model that will be largely digital is currently underway.

To report on the 2004 EDUCAUSE Conference held in October in Denver, Colorado.

Provides a review of some of the events of the conference.

EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. The programs were designed to help participants tackle current issues and prepare them for future challenges. The conference focused on the theme “IT From a Higher Vantage Point,” and the program included pre‐conference seminars; track sessions; poster sessions; small group meetings; and corporate exhibits, presentations, and workshops.

A conference report of interest to information management professionals, especially those involved with higher education.

Distance education techniques perceived holistically can and should be applied to literacy campaigns. In fact when we pose the question: ‘who is the distant learner’ the illiterates, semi‐literates and neo‐literates form tangible target groups. The first generation of distance education which organised and sustained the print media has been used very effectively for literacy measures in the form of primers, practicing writing/ numeracy skills etc. In fact the learning material prepared for literacy purposes is an indicator of Distance Education Methodology, as the print material which is the basic medium of instruction in Distance Education, is used for learners to be literates and neotiterates.

The purpose of this study is to reflect on the author’s decade as a columnist for New Library World and Information and Learning Science.

This paper provides literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners.

When a patron approaches a librarian with a question, and the resources are discovered that can aid and support that patron in finding a solution to his or her dilemma, the stock of the librarian rises, reminding the public that with all the changes around the profession since the advent of the internet, the human touch, that face-to-face interaction and personal communication skill, still remains a significant instrument in the librarian’s customer services toolkit.

The value in exploring this topic is for others to acknowledge that which has been gained over time by an experienced library colleague.

Non‐formal Education (NFE) is widely seen to foster development and to provide an alternative to formal education in developing countries. The article surveys the emergence of NFE in developing countries; discusses definitions, classifications and terminology, case studies and inventories of NFE. The objectives of many NFE programmes are seen to be restrictive and ill‐considered and provision is not adapted to the real needs of target groups. General trends in NFE are outlined by region; its costs, funding and resources are analysed. Finally the contribution of NFE to development is discussed and the desirability of better integration of NFE with formal systems.

We can slip into a dystopic future and despair, or we can show how libraries can help create a better, more sustainable world. The United Nations 2030 Agenda and Sustainable Development Goals are just as relevant as ever and provide a framework for action.

This article considers the events shaping the world in 2020 and explores the impact on libraries.

Three examples of new libraries in The Netherlands show to the world what libraries are and can be. They reinterpret the mission of public libraries and encourage us to hold to and champion our values of access to information and knowledge, literacy, learning and innovation.

The views are my own and do not represent an official IFLA view.

What is the historical, normative and institutional setting that helps leading Latin American and Eurasian countries to implement a post-hegemonic agenda and contribute to the multipolarization of global politics? Post-hegemony describes a situation in which the unipolar organization of the world political economy is challenged by a plurality of alternative projects, without however being entirely replaced by another system. Emblematic of post-hegemonic initiatives is the rise of the Brazil, Russia, India, China and South Africa countries who have taken the lead in creating alternative institutions that constrain US global hegemony, while however failing to spearhead a coherent, uniform and confrontational opposition movement. Regarding post-hegemonic regionalism, Latin American regionalism – as represented by Bolivarian Alliance for Our America (ALBA) – is characterized by a social justice-driven agenda that refutes US neoliberal hegemony, whereas the peculiarity of Eurasian regionalism – as represented by Shanghai Cooperation Organization – lies in its security-oriented focus that confronts US interventionism and international terrorism. An underlying commonality of both Latin American and Eurasian experiences is that they constitute a multi-front struggle centered on four main areas: culture, economy, financial cooperation, and regional defense. They both hinge on a strong normative framework and firm commitment in the regionalization of an endogenous culture, educational cooperation, and defense system. They all accord primary importance to social, financial, and infrastructural development. Overall, these experiences suffer from unresolved tensions between national sovereignty and supranationalism alongside the predominance of charismatic leaders inhibiting institutionalization. The limitations and contradictions of post-hegemonic transformations also include Latin America’s inability to resolve the question of extractivism, Eurasia’s neglect of the question of democratic participation, and both regionalism’s failure to offer a coherent alternative model of economic development to US hegemonism.

Learning them literacy Gordon Oakes, Minister of State, Department of Education & Science, speaking at the Adult Literacy Unit Conference held recently in London

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

Purpose – This chapter describes the structure and environment of the Cougar Literacy Clinic, the theoretical framework, and the transferred and transformed knowledge and practices that support the constituents as a community of learners.

Theoretical perspective/methodology – Our research embraces theories of transfer and transformation, self-extending systems, intersubjectivity, social constructivism, social learning, and social cultural that helps to explain how children, families, teachers, other educators, administrators, professors, and community members learn and benefit through mutual interactions, as they find ways to help each other become better thinkers and decision makers. The data were categorized into four types of practices from the clinical experience that have transferred to and transformed the school and community. These categories of practices include assessment, instruction, coaching and consultation, and family–school–community literacy connections. The data analysis and interpretation demonstrate the importance of having a shared understanding regarding literacy development, learning, and teaching that enhances each member's intellectual and academic growth.

Practical implications – Our Cougar Literacy Clinic innovations, built on beliefs of shared understanding, can be a model for both existing and newly established clinics that are striving to transform the thinking of each member involved. During assessment practices, each of the constituents will learn to make informed decisions on the selection of assessments and analysis of assessment data, confidently identify their own and others strengths and needs, and provide constructive feedback. In the areas of instruction, reciprocal coaching, and family–school–community literacy connections, each of the constituents will learn to focus on strengths and prior knowledge, scaffold learning, and pose and respond to questions.