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Leadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific coaching behaviors create opportunities for principals to reflect and think critically about their leadership.

Building on theories of interpersonal learning, the authors develop a framework of coaching behaviors to distinguish coaching inquiries and assertions that facilitate critique and reflection and, therefore, activate opportunities for learning. The authors use this framework to code transcripts of 55 principal coaching sessions. The authors analyze the prevalence of certain coaching behaviors and then examine qualitative patterns in how the use of certain behaviors shapes the nature of coaching conversations.

Only about one-third of coded coaching behaviors in the analytic sample are categorized as coaching inquiries and assertions that activate opportunities for learning. In the qualitative comparisons of extracts from coaching conversations, the authors find coaches' use of these behaviors produced richer, more meaningful dialogue.

Unlike much of the past research on leadership coaching, this analysis examines what happens in conversations between coaches and principals. This framework could be applied to a broad range of coaching programs intended to promote professional learning.

This paper discusses the implementation and delivery, at Ryerson University Library in Canada, of three consortially‐facilitated, user‐centered initiatives to enhance traditional interlibrary loan services. Through a collaborative purchase of approximately 4,000 NetLibrary ebooks, with the Ontario Council of University Libraries (OCUL) consortium and the Consortium of Ontario Libraries, the Library provides unmediated access to shared monographs. Ryerson's fully‐subsidized document delivery service allows users to order journal articles directly from the Canada Institute for Scientific and Technical Information (CISTI Source) database.

The purpose of this paper is to show that digital natives are different from older age groups.

The first survey asks questions about general computer searching behaviors. The second survey asks the students to find two items to see if they can find them.

Digital natives are different in their search behavior, preferring to use web‐based search engines such as Google, Yahoo and Bing.

There are 120 respondents to the first survey and 27 in the second.

More focus needs to be placed on the digital natives' search habits to find out how best to serve this population.

Unless digital natives are taught how to search academic databases, they will be done a great disservice.

The two surveys are unique in data content.

The consequences of electronic publishing continue to manifest themselves in the 110 journals scanned for this literature review. Pricing, access, e‐books and e‐journals are amongst the issues considered in this issue’s literature review. Further criticism of the publishing sector is identified and the potential for micro payments.

The real challenge of Alaska's changing telecommunications landscape is approaching the opportunities in an orderly and logical manner. Given the exciting nature of the possibilities that new technology presents, it is all too easy to get wrapped up in what is new, instead of what is truly useful. For that reason, the main focus of the Telecommunications Information Council (TIC) in the near future will be developing and adopting a comprehensive technology plan for the state, and then examining where new technologies fit into that plan. The Knowles/Ulmer administration's first task in this effort was to reinvigorate the TIC and charge it with taking the lead in bringing Alaska back to the forefront of telecommunications technology. Our state has long had a reputation for leading the way in telecommunications. Our climate, geographic size, and location have always forced Alaskans to be innovators in technology. Supercomputers and satellites have operated in and above our state for many years, but much of that momentum was waning. That needed to change.

Explores the developmental role and meaning of executive degree programmes in the lives of working executive participants. Uses Levinson’s concepts of developmental stages, the central components of the life structure, and Mead’s concept that meaning is found in the response of the other, as the theoretical framework. Data were gathered using semi‐structured interviews that explored respondents’ work life, biographical and family influences, and the educational experience. A short questionnaire was used to gather demographic data. The subjects were executive participants in the Executive Program at The Claremont Graduate School. The sample of 12 ranged from 36 to 55 years of age. The respondents were equally distributed by gender. The data supported Mead’s notion that the meaning of the degree programme would be found in the response of significant others. The interview data indicated that respondents enjoyed a high level of support for their educational goals from significant others at home and at work. There was no support for Levinson’s model where the role/meaning of the programme would be different for participants at different stages of adulthood. However, the experience did effect life structures in predictable ways.