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The prevalence of virtual learning environments (VLEs) in higher education is well documented and has been promoted in the UK by government funded projects, but there has been little empirical research on the level of involvement of subject librarians with VLEs. A survey was designed to investigate how VLEs are affecting the work of subject librarians and to examine factors influencing their use in providing electronic information resources and developing information skills. The aim of this paper is to document the results

A questionnaire was distributed electronically to a purposive sample of 132 subject librarians at seven UK universities. The instrument contained mainly closed specified response questions with a few open questions and a response rate of 43 per cent (n=57) was achieved.

Use of VLEs by subject librarians varies both between and within institutions. Factors affecting this include the subject area, co‐operation of academic staff and attitudes of librarians towards technology‐based teaching. JISC‐funded projects have enabled better use of VLEs through the creation of re‐usable learning objects and development of pedagogical understanding and skills. Recognition by academic staff of the teaching role of subject librarians has a critical impact on their involvement with VLEs.

The timeframe limited the scale of the study and size of the sample. The mainly quantitative approach limited the detail and depth of responses, but sufficient data were collected to establish broad trends, illuminate important factors and identify key issues.

The paper provides empirical evidence of how VLEs are affecting the day‐to‐day activities of subject librarians and suggests areas where further research would be valuable.

A reference stand among regular stalls offering fruit and vegetables was to be seen in the market‐place of a small town during the library week in Sweden last October. The local public library was marketing its reference service, using reference books as well as a terminal for on‐line searching.

Small micros, big programs The increasing power of micros has meant that programs once thought the province of big science only are now edging toward the grasp of the humble one man bander. This could create a healthy egalitarianism in the library/information world where the large and small don't know one another. For too long real computer power has been for big libraries, either for automation projects of routines or for sophisticated information retrieval in large technical information units.

“Breast‐feeding mum ‘humiliated’ in library” screamed the headlines in a South of England newspaper earlier this year: a mother of two had allegedly been turned out of the library for breast‐feeding her baby between the bookshelves. After investigation there turned out to have been the usual amount of exaggeration by the press, but there is a serious point here. We talk about making our libraries relevant and accessible to all members of the community, but how can mothers of young children feel comfortable when using libraries unless there are facilities for breast‐feeding and baby changing? Library designers please take note!

Aston University Library and Information Services has followed an “access” strategy since 1985‐86, adopting the model of a specialized industrial information service. Its style of provision is characterized by services tailored to customer needs, innovation through IT and devolved financial management. Information resource provision has moved significantly from print to electronic sources, featuring distributed self‐service access via a campuswide network and promotion of information management skills among the whole community. Service level agreements for “standard” and “tailored” services are being developed with academic departments in the context of a trading company model. The role of information specialists has shifted from intermediary to adviser and facilitator, and now involves acting as local operations manager for a range of electronic products and services. Critical success factors include strategic and operational plans and priorities, staff of the right calibre, a supportive organization culture, an effective IT infrastructure and comprehensive management information systems.

Technology has transformed teaching and learning environments in tertiary education, introducing new collaborative library spaces and developing the roles and skills of library staff. Academic libraries need continually to re‐examine their services to ensure they meet student needs. The current survey aimed to discover how students perceived staff in the Information Commons (IC) and whether their perceptions of staff attitudes and skills influenced their use of library resources.

A questionnaire containing closed and open questions was distributed electronically to undergraduate and postgraduate students at the University of Sheffield, obtaining 250 responses (around 1 per cent of the student population).

The results showed that most students were unable to distinguish different groups of staff, were unaware of their departmental librarian and did not recognise the academic role of librarians. However, those who had sought assistance in the IC or attended classes delivered by librarians had positive views of their experiences.

The timing and fixed duration of the study limited the size and nature of the sample, the generalisability of the findings and depth of the investigation, but sufficient data were collected to establish patterns of behaviour and identify important factors.

Low awareness among students of the expertise of librarians and their capacity to provide academic support indicates a need for more promotion to ensure library resources are properly utilised.

The study is thought to be the first of its kind conducted in the UK and the only such survey carried out in an IC setting.

The paper's aim is to present findings of the recent evaluation of the Leading Modern Public Libraries development programme with reference to the management versus leadership dynamic. The programme provided a strategic intervention to address a perceived weakness in leadership development within the public library sector in England.

Drawing on recent examples from the literature, the theoretical differences between the concepts of management and leadership are discussed and used to inform consideration of the programme's effectiveness. Evaluation methods included participant observation, interviews, focus groups and a questionnaire survey, each administered at various stages of the programme with a representative sample of programme participants. Verbatim quotations from evaluation respondents are included in the analysis.

The research reveals that the programme has had a positive impact in enabling and developing leadership capacity within the sector, particularly in terms of developing participants' confidence and other interpersonal traits associated with effective leadership, including creativity and risk taking. Perceived benefits and limitations of the public library context in which the course was delivered have also been identified.

Important considerations on the transition from effective management to leadership, and the identification, support and development of future leaders within organisations are presented, with implications for current public library leaders, trainers and facilitators within the field.

The paper shows that the programme and its evaluation represent a strategic development initiative on an unprecedented scale in the public library sector.

In the Origin of Species, Charles Darwin sets out his observations on the evolution of species, and survival through adaptation to changing environments. Darwin‘s theories are applied to the current learning environment, which has undergone radical changes. It is argued that academic libraries and library staff need to adapt swiftly to the new learning environment, now that education is high on the political agenda. Institutions of higher education face stiff competition from a range of non‐traditional education providers, and information professionals also risk being usurped by other professions eager to become involved with the Internet. The hybrid information professional and the hybrid library are evaluated as survival strategies for the new learning environment. The history of the hybrid professional is traced through the literature, and initial findings from the hybrid library projects (Phase 3 of the Electronic Library Programme (eLib)) are evaluated.

Describes the experiences of an author following the publication of the first book on the subject of mentoring for librarians and information professionals. Some examples of presentations are given with an analysis of some particular issues which arose in each case. The whole experience of writing and subsequent dissemination was one of significant career development for the author, a point made more symbiotic by the subject of the book, mentoring.