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Clinical medical librarians stepped out of the library and joined the patient care team in the early 1970s, beginning in Kansas City, Missouri and then Hartford, Connecticut. Now they are present to report the literature, take literature search requests and, most importantly, perceive information needs at Morning Report, bedside rounds, or weekly conferences. Within 24 hours or less, they return to the patient care team with literature to aid in patient planning. Clinical medical librarians also teach online searching in an evidence‐based way and help patient care team members with other research needs. In 2000, the concept of the informationist was introduced. It can begin with clinical medical librarianship and expand to this information specialist in context, being based and salaried in a clinical setting, having information‐seeking skills, knowledge of informatics and the clinical subject area. Both the clinical medical librarian and the clinical informationist contribute to better patient care, medical education and clinical research.

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.

The article describes an informationist who serves a large clinical research team in a medical school as a part‐time information officer. The multidisciplinary team is focused on clinical and research issues in depression as it affects the elderly. The goals, projects, and key findings of the team are highlighted. The emerging role of the information officer is described.

This article presents an introduction to the Delphi method and review of Delphi studies published in the literature of library and information science (LIS).

A review of Delphi studies published between the years of 1971 and 2019 is performed, using studies retrieved from the Library and Information Science Source database. A total of 122 articles were retrieved and evaluated based on the population studied, means of identifying experts, number of participants for each study round, type of Delphi, and type of findings.

General librarians (any type), academic librarians, and information science researchers are the most common populations in LIS Delphi studies. On average (middle 50 percent of studies), 14–36 experts are used in the first round of LIS Delphi studies (median n = 23). Employment in a specific role and publications in scholarly journals are the most common means of identifying experts. Variants of the e-Delphi (online survey/email) method are increasingly common, particularly in LIS Delphi studies that focus on general information science, rather than library, topics. Though LIS Delphi studies are relatively few in number, they have a consistent record of being published in some of the most prestigious LIS journals.

This paper provides an introduction to the Delphi method for LIS research and presents an overview of existing literature in LIS that utilizes the research method. No overview of this extent exists in the LIS literature, and, thus, this paper may serve as an important information source about the method for LIS researchers.

Library association policies and guidelines are important to study because they reflect consensus values of the profession. As such, they can shape the association, itself, and set the tone for the values of its individual members in their professional practice. From the titles alone, these documents proclaim themselves to be guides for the development of individual library policy. Additionally, as library and information science (LIS) graduate education programs are accredited by national associations, LIS schools pay attention to association policies and guidelines to help shape professional and continuing education. In these ways, they have a role in shaping professional ideology around a topic. The paper aims to discuss these issues.

The services to persons with disabilities policies from three national-level LIS organizations were analyzed through a thematic analysis.

The guidelines speak to a shared understanding of disability and accessibility around the themes of library staff, library policies and library resources and services. While not surprising, additional themes around disability context and legislation show a shared understanding of accessibility that is much broader than what the legislation requires.

An analysis of guidelines on services to persons with disabilities from the American Library Association (ALA), Australian Library and Information Association (ALIA) and Canadian Federation of Library Associations (CFLA) is of interest because of the ways these organizations intersect. The ALA and ALIA have reciprocal agreements so that students in LIS education programs are recognized as equivalents. Second, the ALA accredits library education programs in Canada. Given these intersecting relationships, the guidelines-shared notions of accessibility become of high interest.

Tests the feasibility of an outreach clinical librarian service in an acute hospital setting, providing quality filtered research evidence at the point of clinical need. The design was based on a six‐month pilot with professional librarians attending clinical meetings responding to information needs raised there by providing appraised summaries of the published evidence, with full text and bibliographic material as appropriate. The main outcomes were usage statistics and clinicians’ evaluation via a 23‐question questionnaire completed each month seeking overall views of the service. Practical issues regarding the provision of the service were tested. Concludes that an outreach information service in the clinical setting can meet the clinical governance agenda of the Trust by supporting evidence‐based practice, teaching and learning and continuing professional development. Earlier models of service are adapted to make the service cost‐effective.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

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

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.