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The research explores the emerging specialty of learning space assessment with a focus on how new information professionals represented by graduate students in an academic libraries course defined quality criteria for library spaces and how they approached designing and conducting a one-shot multi-site space assessment project.

The instructor-investigator adopted a diachronic collective case study strategy, using documents generated by six cohorts over three academic years. The data included 180 online discussion posts, 97 individual site assessments and 32 group project reports. Data were analysed quantitatively and qualitatively to identify patterns and trends in student behaviour.

The analysis revealed a strong trend among students for creating their own evaluation frameworks in preference to reusing existing professional tools in their current form; the proportion of students who developed their own criteria or combined existing criteria in new ways shifted from 40 per cent to 80 per cent in three years. Their approaches demonstrated willingness and ability to engage in independent and creative thinking, and readiness to explore interdisciplinary and international perspectives on space. They also displayed a commitment to accessible, flexible and adaptable user-centred design for active, collaborative learning and to bringing a user perspective to their observations.

The focus on student-librarians provides a unique forward-looking perspective on the desirable qualities of next-generation learning spaces in academic libraries. The study documents an unprecedented range of established and novel space evaluation frameworks and tools informed by different professional disciplines. The results should be of interest to library and information science (LIS) educators and practitioners.

The purpose of this paper is to review the current state of library space assessment, and to investigate how new professionals, represented by a cohort of graduate students taking a course on academic libraries, approached the task of designing and conducting a one-shot space evaluation project.

A review of literature on academic library space was used to introduce the project to student participants and to put the results of their work in context. Seven student groups were required to define their evaluation criteria, conduct quality assessments at individual sites and perform a cross-case analysis to inform recommendations for improvements.

The literature confirmed growing interest in learning space assessment, with a trend toward the use of mixed (quantitative and qualitative) methods, particularly ethnographic techniques using multimedia, and the development of comprehensive toolkits and frameworks. The students used a range of approaches: three groups developed their own evaluation criteria or categories (informed by their reading), and four groups used existing tools (with modifications). All used observations to collect data. Variations across the cohort pointed to different priorities in professional and/or personal values.

The research was based on a small sample of 20 students in one cohort. Replication of the study with future cohorts tasked with the same assignment would strengthen the validity of the findings.

The study offers a novel perspective on the desirable qualities of learning spaces by exploring how graduate librarianship students as both student library users and next-generation professionals specify evaluation criteria and conduct space assessments.

During 1982–84, BLR&DD supported a study of medical information and its use by practitioners. The problem of low usage of information services was investigated by looking at the characteristics of information itself and the consequences of not knowing — the penalties for ignorance. Experts were invited to contribute papers on information and communication problems in specialist areas, such as addiction, drugs, alcoholism and exotic diseases. In June 1984, a conference was organised to enable a larger group to discuss the issues raised and consider implications for information transfer. A recently‐published volume now brings together the ten specialist contributions, an overview of the project and a report of the conference. Consensus and penalties for ignorance in the medical sciences, edited by J Michael Brittain (BL R&D Report 5842) is published by Taylor Graham, at £15 (isbn 0—947568 03 4).

Legal information work has expanded with the growth in knowledge management and emergence of a new type of knowledge/information manager, the professional support lawyer. This study aims to investigate competency requirements for library‐based information work in UK law firms, including the specialist subject knowledge required, methods of development and the impact on information professionals of professional support lawyers.

The investigation used a pragmatic mixed‐methods approach, including a mainly quantitative questionnaire, administered online to 64 legal information professionals, followed by eight semi‐structured interviews and a focus group with four participants. A literature review informed the questionnaire design and contextualised the findings.

The survey confirmed a broad range of competency requirements and clarified the specific subject knowledge needed. Participants favoured a varied combination of formal, and informal learning. Most participants also wanted specialised professional education for the sector.

The nature of the sample and use of categorised questions were limiting factors, partly compensated by inviting open‐ended comments and follow‐up interviews. A larger study using qualitative methods with professional support lawyers and fee‐earners would provide a fuller more rounded picture.

The findings indicate that the subject knowledge needed for legal information work in law firms is more extensive than for other sectors and suggest that information science departments should strengthen and extend curriculum content to reflect this need.

The study has advanced the understanding of the competency, education and training needs of UK legal information professionals, challenging assumptions about academic/professional qualifications and illuminating the blend of competencies needed.

How academic libraries support the research of their parent institutions has changed as a result of forces such as changing scholarly communication practices, technological developments, reduced purchasing power and changes in academic culture. The purpose of this paper is to examine the professional and educational implications of current and emerging research support environments for academic libraries, particularly with regard to research data management and bibliometrics and discuss how do professionals and educators “make space” as new service demands arise?

The present paper uses data from a recent survey of research support provision by academic libraries in Australia, New Zealand, the UK and Ireland, (authors 2013), and provides additional in depth analysis of the textual responses to extend the analysis in the light of forces for change in higher education. The original online questionnaire surveyed current and planned research support in academic libraries, and constraints or support needs related to service developments. It was distributed to 219 institutions in Australia, New Zealand, the UK, and Ireland, and obtained 140 valid responses (response rate of 63.9 percent). Results were analyzed using descriptive statistics with thematic categorization and coding for the textual responses.

Most academic libraries surveyed are already providing or planning services in the focal areas of bibliometrics and data management. There was also increasing demand for other research support services, not the focus of the study, such as eresearch support, journal publishing platforms, and grant writing support. The authors found that while many academic libraries perceive increasing research support services as a “huge opportunity” they were constrained by gaps in staff skills, knowledge, and confidence and resourcing issues. With regard to staff education and training, it was reported they require a broader understanding of the changing research and scholarly landscape, the research cultures of different disciplines, and technological change. There was a near-universal support for development of more comprehensive, specialized, LIS education to prepare professionals for broader research support roles.

This further analysis of the implications of our survey in relation to influences such as economics, academic culture, technology, raises questions for both educators and practitioners about the future direction of the profession and how the authors collectively “make space” as new potential services arise.

The strategic contribution of subject librarians as information specialists in the digital world has been questioned by institutional administrators, but others have identified expanded roles and new opportunities in learning and research support. The purpose of this paper is to investigate the application of Kaplan and Norton’s strategic management system of balanced scorecards and strategy maps to subject librarianship in universities, with particular reference to the intellectual capital represented and created in the structures, relationships, and know-how of liaison work.

A literature review was used to define established and emergent roles, responsibilities and skillsets of subject librarians, including their reach beyond the library. A web site survey investigated goals, actions, and values related to liaison work in UK library strategies. Data were analyzed thematically to develop an exemplar map and assess its potential for evaluating the contribution of subject librarians.

Core functions continue, with expanded scope and competencies. Collaboration and integrated services are key trends for mapping. Liaison work is poorly documented in existing strategies. Preliminary results suggest that strategy maps can be used to illustrate the strategic contribution of subject librarians.

The paper reports the early stages of a multi-phase project. The results are limited to the conceptual phase. The next phase will explore the development of both maps and balanced scorecards via case studies in different countries.

There are few examples of library applications of strategy maps and balanced scorecards at unit or program level, and none with a focus on the intangible assets of subject librarians.

The term ‘digital library’ now seems to have become an encompassing term for what was once known as the ‘virtual’ or the ‘electronic’ library. In a stimulating essay on ‘Information Specialists of the Future’, given at the impressive (in terms of contributions) Essen Symposium on the Information Superhighway: The Role of Librarians, Information Scientists and Intermediaries (Essen, Universitatsbibliothek, 1995) Sheila Corrall wondered if the profession is ‘suffering from some sort of identity crisis’ in definitional terms.

Access to published information A recent study suggests that availability of publications is better in the UK than elswhere — but we have no cause for complacency. The report covers the publishing industry, bookselling, libraries and users, within the context of the international UAP programme. Availability of publications in the UK: a state of the art review by Capital Planning Information (BNBRF Report 12) costs £12.50 from the British Library Publications Sales Unit, Boston Spa, Wetherby LS23 7BQ.

This paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory and continuing professional education for librarianship and makes particular reference to the contemporary iSchools movement.

The paper reviews trends and developments in academic information services and the information science academy in the context of continuing technological advances and educational change. It presents a case study of curriculum development and portfolio renewal, using the specialist roles of digital library manager and information literacy educator to show how the principles of interactive planning can be applied in articulating an academic strategy to meet the changing demands of educational institutions, professional bodies and employers.

There are significant parallels between professional education and professional practice in the shifting boundaries, expanded portfolios and challenged identities evident in the current information marketplace. A combination of continuous incremental development with periodic fundamental review enables professional educators to meet the changing mandates of different stakeholder groups. When combined with a strong professional focus, the breadth and depth of multidisciplinary expertise found in a research‐led iSchool facilitates the design of specialised pathways and programmes for practitioners moving into blended roles.

Practitioners intent on careers in academic libraries should consider the opportunities and demands of hybrid blended roles when choosing educational programmes and pathways.

The paper provides a conceptual framework to illustrate the nature of emergent professional roles and current challenges facing professional educators. Ackoff's interactive planning theory is used to illuminate the problem of academic planning in complex pluralist contexts.

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