This study (full-text in french) concerns collaborative virtual reference in French academic libraries. After a brief inventory of these services at the end of the year 2006, the reflexion is based on the particular project of the Paris-Sorbonne SCD (Joint Library Services, Paris-IV). A methodology is outlined for the organization of digital reference in academic context, in which collaborative work is relevant: it allows these services to achieve their development in universities.

This is a preliminary digitization of S.R. Ranganathan's Classification and Communication. Published by the University of Delhi in 1951. First Edition. Copyright permissions granted from the copyright holder: © Sarada Ranganathan Endowment for Library Science (SRELS). To purchase reprints of this work, please visit Ess Ess Publications at http://www.essessreference.com/. Table of Contents: Chapter 11: First sense--Primitive use; Chapter 12: Second sense--Common use; Chapter 13: Third sense--Library classification; Chapter 14: Field of knowledge; Chapter 15: Enumerative classification; Chapter 16: Analytico-synthetic classification; Chapter 17: Uses of analytico-synthetic classification; Chapter 18: Depth-classification--Confession of faith; Part 2--Communication; Chapter 21: Co-operative living; Chapter 22: Communication and language; Chapter 23: Commercial contact; Chapter 24: Political understanding; Chapter 25: Literary exchange; Chapter 26: Spiritual communion; Chapter 27: Cultural concord; Chapter 28: Intellectual team-work; Part 3--Classification and Its Future; Chapter 31: Domains in communication; Chapter 32: Domain of classification; Chapter 33: Time-and-Space-Facets; Chapter 34: Preliminary schedules; Chapter 35: Energy-Facet; Chapter 36: Matter-Facet; Chapter 38: Research and Organisation; Index.

Digital libraries need to provide and extend traditional library services in the digital environment. This paper presents a project that will provide and extend library services through the development of a sharium-a workspace with rich content and powerful tools where people can collaborate with others or work independently to explore information resources, learn, and solve their information problems. A sharium is a learning environment that combines the features of a collaboratory, where people collectively engage in research by sharing rich information resources, and a local library, where people come to meet, find information resources, and discuss common interests. To achieve this, collaboration services that build on synchronous and asynchronous communication technology should be integrated with other digital library services, including searching, browsing, and information management and authoring services. This paper presents our motivation for providing collaboration services and describes the types of collaboration services that will be included in the digital library.

This is a scan of Putting Knowledge to Work: An American View of Ranganathan's Five Laws of Library Science by Pauline Atherton (aka Pauline A. Cochrane). This book includes publicly delivered essays and reflections on Ranganathan's five laws. It is the printed version of the first lecture of the Sixth Series of the Sarada Ranganathan Lectures in Library Science by Professor Pauline A. Atherton, Professor, School of Library Science, Syracuse University, New York, the Sarada Ranganathan Lecturer for 1970. Her speeches (Chapters D through K) form the main part of the book. Shri Guru Dutt, a distinguished citizen and a scholar in Bangalore, India inaugurated the evening and his inaugural speech is also included (Chapter C). In Chapter B, Professor Neelameghan delivers the Welcome Address and explains the objectives of the Sarada Ranganathan Endowment for Library Science (SRELS), which sponsors these lectures. Chapter A contains the preface to the series. SRELS was founded by Dr Ranganathan and his family, and incorporated with the Treasurer of Charitable Endowments for India in 1963. The objectives of SRELS are: 1. To further the cause of library science; 2. To organise periodically a course of lectures based on the latest ideas and research in library science and called the Sarada Ranganathan Lectures in Library Science; and 3. To assist in the publication of these lectures. This is a title in the dLIST Classics project. © Sarada Ranganathan Endowment for Library Science (SRELS). Permission for non-profit use granted by SRELS. To purchase reprints of this work, please visit Ess Ess Publications at http://www.essessreference.com/.

Academic Libraries in India are facing the problem of shrinking/static budgets and simultaneous exponential rise in journal prices. The need of the hour is to find a pragmatic solution to this problem. Something substantial has to be done in order to facilitate access to scholarly resources to research scholars and faculties. UGC-INFONET and INDEST- Consortium are two major initiatives that have come to the rescue of academic libraries so that they can cater to the needs of academia depending upon them. These revolutionary steps are providing scholarly resources including peer reviewed journals, databases, abstracts, proceedings, etc. These efforts will definitely boost the higher education system in our country.

This is a preliminary digitization of S.R. Ranganathan's Prolegomena to Library Classification (Assisted by M.A. Gopinath). Published by Asia Publishing House (New York), 1967 (printed in India). Copyright permissions granted from the copyright holder: Sarada Ranganathan Endowment for Library Science (SRELS). To purchase reprints of this work, please visit Ess Ess Publications at http://www.essessreference.com/. Table of Contents: Part A: Introduction includes Preface to Edition 1 by Sayers, Genesis of Edition 1 (1937), Development of Edition 2 (1957), Development of Edition 3 (1967), Features of Edition 3 (1967); Part B: Summary of Normative Principles; Part C: Basic Concepts and Terminology of Classification; Part D: Normative Principles; Part E: Canons for Work in the Idea Plane; Part F: Principles for Helpful Sequence; Part G: Canons for Work in the Verbal Plane; Part H: Notational Plane; Part J: Canons for Work in the Notational Plane; Part K: Canons for Mnemonics; Part I: Notational System for a Growing Universe; Part M: Planes of Work; Part N: Foci in an Array; Part P: Formation, Structure, and Development of Subjects; Part Q: Classification as Transformation; Part R: Analytico-Synthetic Classification (Idea Plane); Part S: Analytico-Synthetic Classification (Notational Plane); Part T: Quasi-Subject and Subject Bundle; Part U: Book Number; Part V: Use of Collection Number; Part W: Universal & Special Classification; Part X: Reflections; Bibliographical References; Index.

This writing is to indicate the role of Library and Information System (LIS) professional is the media-tor in fulfilling and facilitating effectively the need of every mature individual in Indonesia to get the information needed in the relation of the building of Islamic knowledge. The focus is in information power in Islamic book put the idea of LIS professionals to facilitate the users to have their values be allowed to prevail in through publishing. The LIS professional shouldnâ t step aside from society; ac-cede to the request; then it means they contribute to the state of society. Information literacy should mean skilled behaviour in respect of understanding as a result of successful interaction with a source of information: the instrumental and the cognitive, implied in the publishing of Islamic translation book in Indonesia.

The library of Raymond Klibansky (1905-2005), historian of philosophy, was acquired by McGill University's Rare Books and Special Collections in 2005. This first study of the Raymond Klibansky Collection (RKC) provides an introduction to the approximately 7000-title collection in its main characteristics and research strengths; offers an aid to further research on the collection; and builds on what is known about Klibansky and his life with books. The approach to the study was developed from a review of methods proposed in current discussion of book and library history research, and from structures and themes observed in practice in related studies. It has also been influenced by the availability of item-specific cataloguing in McGill Library's online public access catalogue (OPAC). The study builds, therefore, on the work of librarians, to produce a profile of the collection. Analysis has been guided by quantitative assessments of catalogue data, Klibansky's autobiographical and scholarly publications, selective book examination, and secondary publications. It is organized around a core set of themes: collection contents; provenance; and book organization. The book-life of Klibansky is a theme that permeates the whole. Results show a close link between Klibansky's collection and his research themes, underline his engagement with social and political issues of the mid-twentieth century and point to enduring personal interests. The collection supports his self-stated approach to learning, offering a rich laboratory for humanities studies, while the context of his intellectual biography brings coherence to a vast and varied group of texts. Provenance evidence provides a special view of his professional and personal networks beginning in his youth, adding to what can be gleaned from autobiographical publications, and constitutes a source for the broader task of mapping out twentieth-century intellectual networks. An instance of unusually heavy annotation offers new information about unpublished work. The RKC promises to support further research in several areas, and this first assessment aims to be a basis for, as well as stimulation to, continued exploration. The study also contributes to the discussion of the value of physical books in research collections and contributes an example, through its methodology, of how library-generated data in OPACs can increasingly be mined for research on collections. / En 2005, la bibliothèque des livres rares et collections spécialisées de l'Université McGill a acquis la bibliothèque de Raymond Klibansky (1905-2005), historien de la philosophie. Cette première étude de la Raymond Klibansky Collection (RKC) offre une introduction aux quelques 7 000 ouvrages de la collection, illustrant ses principales caractéristiques et son intérêt pour la recherche. L'étude sert également de point de départ pour d'autres études sur la collection en se fondant sur ce qui est connu de Klibansky et de sa vie avec les livres.L'approche de l'étude se fonde sur une revue des méthodes proposées dans la recherche actuelle sur le livre et l'histoire des bibliothèques et a été élaborée à partir de structures et de thèmes observés dans la pratique, dans des études similaires. La disponibilité de données de catalogage des ouvrages dans le catalogue interrogeable en ligne (OPAC) de l'Université McGill a également influencé l'approche. Ce profil de la collection se base ainsi sur la description des livres par les bibliothécaires. L'analyse a été guidée par une évaluation quantitative des données de catalogage, l'autobiographie et les publications savantes de Klibansky, ainsi qu'un examen de livres particuliers et de publications secondaires. Elle s'organise autours de thèmes centraux : le contenu de la collection, la provenance et l'organisation des livres. La vie « livresque » de Klibansky est un thème récurrent dans l'ensemble.Les résultats démontrent qu'il existe un lien étroit entre la collection de Klibansky et les thèmes de recherches qu'il affectionnait, soulignent son engagement pour les enjeux sociaux et politiques du milieu du XXe siècle et laissent présager des intérêts personnels persistants. La collection appuie l'approche à l'apprentissage qu'il a lui-même énoncée, offrant un riche laboratoire pour les études en arts et sciences humaines. Par ailleurs, le contexte de sa biographie intellectuelle rend cohérent un vaste et varié ensemble de textes. Les traces de provenance offrent un aperçu spécial de ses réseaux professionnels et personnels qui remontent jusqu'à sa jeunesse, s'ajoutant aux informations de ses publications autobiographiques, et constituant une source pour la tâche plus grande de cartographier les réseaux intellectuels du XXe siècle. Un cas d'annotations plutôt volumineux donne de l'information nouvelle sur des œuvres non-publiées.La RKC offre des avenues intéressantes pour d'autres études à partir de la collection et ce, dans divers domaines. Cette première évaluation tente également de servir de base aux autres études et d'en stimuler l'exploration continue. L'étude contribue à la discussion sur la valeur des livres physiques dans les collections de recherche et offre un exemple, de par sa méthodologie, sur la manière d'utiliser les données générées en bibliothèque sous forme d'OPAC afin d'enrichir la recherche sur les collections.

Collaborative information behaviour is an emerging area in information science that deals with the identification, seeking, searching, and use of information by two or more people to accomplish a task. This dissertation investigates the collaborative information behaviour of senior undergraduate engineering students working on group design-projects at a Canadian university. The dissertation presents a longitudinal research using a constructivist grounded theory methodology in two different but related studies undertaken in successive academic years. The main research method consisted of a web-based survey, bimonthly semi-structured interviews with eight students, and the project deliverables for six different project groups. Project deliverables included weekly reports that described group and project activities, and the projects' interim and final reports. The research results show that learning tasks associated with engineering design projects were information-intensive tasks; information seeking, searching, and use have been ongoing needed activities during the lifespan of these projects. There was found to be a strong relationship among learning task stages and phases, task complexity, and collaborative information behavior. Collaborative information behaviors occurred variably at different project stages and levels, and their nature were task-dependent. Students' perception of task complexity triggered collaborative seeking and use of a variety of information sources, with preferences for information from perceived subject-experts. It was also found, in many situations, when students' perceived task complexity increased, their information behavior tended to be more collaborative.The study highlighted the need for groups to construct and share a collaborative situation awareness in order to maintain and regulate their activities in information seeking and use; this shared awareness was enabled by students' interactions in their group meetings or their use of collaborative software tools for information sharing. Learners sought and created meaning from information through collaborative information synthesis over long intervals by prioritizing, judging relevance, and building connections of information. The research investigated collaborative information behavior in learning tasks through a detailed analysis of findings that resulted in a holistic conceptual framework illustrating the dynamic interplay of the components of task-based collaborative information behavior in learning tasks. Collaborative information behavior was conceptualized with details in its three distinct but interrelated dimensions: (1) learner's knowledge, (2) learners' activities and interactions, and (3) information objects; the representation of interdependence of these three dimensions confirmed the complexity of collaborative information behavior as a human behavior that cannot be investigated by focusing on a single dimension and eliminating the other ones.The dissertation presents original research that extends our conceptual understanding of students' collaborative information behavior in learning tasks and also provides more insights into how collaborative information behaviors are dynamically shaped by the characteristics of the learning task. / Le comportement informationnel collaboratif est un sujet émergent en sciences de l'information qui est relié aux moments où deux acteurs ou plus cherchent, repèrent, sélectionnent et utilisent l'information pour accomplir une tâche. Cette thèse propose une étude sur le comportement informationnel collaboratif des étudiants de premier cycle en génie dans le contexte de projets de groupe en conception technique offert dans une université canadienne.La thèse décrit une recherche longitudinale utilisant deux études différentes, mais connexes, menées dans des années successives. Les méthodes principales de recherche consistaient en un sondage en ligne, entretiens semi-structurés avec huit étudiants chaque deux mois, et la collection des éléments livrables des six différents groupes. Les livrables des projets comprenaient des rapports hebdomadaires qui décrivaient les activités des groupes et aussi les rapports intermédiaires et finaux des projets.Les résultats présentés dans cette thèse montrent que les tâches d'apprentissages associées à des projets de conception technique ont été intensives de l'usage d'information, la recherche et l'utilisation de l'information étaient des activités nécessaires que continuaient pendant la durée de ces projets. Il a été constaté une forte corrélation entre les stades et phases de tâches d'apprentissage, la complexité des tâches, et le comportement informationnel collaboratif. Les comportements informationnels se sont produits variablement à différentes étapes du projet, et leur nature étaient dépendantes sur les tâches. La perception qu'ont les étudiants de la complexité des tâches déclenchées le recherche et l'utilisation d'information en collaboration d'une variété de sources d'information, avec des préférences pour l'information obtenu des spécialistes dans le domaine du projet. On a également constaté, dans des nombreuses situations, lorsque la complexité perçue de la tâche par des étudiants a augmenté, leur comportement informationnel avait tendance à être plus collaboratif.L'étude souligne la nécessité de groupes de construire et partager une connaissance de la situation de collaboration dans le but du projet, de maintenir et de réglementer leurs activités dans la recherche et l'utilisation d'information; cette prise de conscience partagée a été activée par les interactions des étudiants dans leurs réunions de groupe ou leur utilisation d'outils logiciels de collaboration pour partager d'information. Les apprenants ont cherché et créé signification de l'information grâce à la synthèse d'information collaboratif sur de longs intervalles par ordre de priorité, à en juger la pertinence et l'établissement de liens d'information.La recherche a enquêté le comportement informationnel collaboratif dans les tâches d'apprentissage par le biais d'une analyse détaillée des conclusions qui ont abouti à un cadre conceptuel holistique illustrant l'interaction dynamique des composantes du comportement informationnel collaboratif basé sur la nature de la tâche d'apprentissage. Le comportement informationnel collaboratif a été analysé de manière détaillée dans ses trois dimensions distinctes mais interdépendantes: (1) la connaissance d'apprenant, (2) les activités et des interactions des apprenants, et (3) les objets d'information ; la représentation de l'interdépendance de ces trois dimensions a confirmé la complexité de la comportement informationnel collaboratif comme un comportement humain qui ne peut pas être étudiée en se concentrant sur une seule dimension et d'éliminer les autres.La recherche présentée dans cette thèse propose une recherche originale qui augmente notre compréhension conceptuelle du comportement d'information collaboratif des étudiants dans les tâches d'apprentissage et fournit également des indications sur la façon dont les comportements d'information collaboratifs sont influencés par les caractéristiques de la tâche d'apprentissage.

<p>In the 21^st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs. </p>