This is an unpublished and longer version of a short paper that was submitted (and not accepted) to JCDL 2003. In this paper we describe our initial goals for DLIST, a digital library for Library and Information Science Research and Practice and for Information Technology as it relates to LIS. DLIST is built upon the open access eprints model, but extends materials in the collection beyond the formal, scholarly literature to include other types of content created by researchers and practitioners. DLIST is intended to promote resource sharing in LIS and IT and to attempt to bridge the gap between research and practice. The notion of open access is briefly discussed as a central tenet for the development of the intellectual commons as an interactive space for learning.

DLIST is the Digital Library of Information Science and Technology, a repository of electronic resources in the domains of Library and Information Science (LIS) and Information Technology (IT). Initial collection development scope is in Information Literacy and Informetrics. Academics, researchers, and practitioners create a wealth of content that includes published papers, instructional materials, tutorials for software and databases, bibliographies, pathfinders, bibliometric datasets, dissertations and reports. DLIST aims to capture this wealth of information in a library that is openly available for re-use and global dissemination. Open deposit processes where authors retain copyright and facilities for full-text storage in a variety of formats are used. A demonstration of DLIST along with the steps to register, deposit, and use materials is a part of the oral presentation at CALIBER 2003, Ahmedabad, India. UK and US experiences in building institutional repositories and strategies for international consortia building for resource sharing using DLIST are also outlined.

This paper discusses common errors emanating from authors submitting manuscripts or papers for publication in peer refereed Library and Information journals. It is hoped that this paper will provide established, novice and potential scholarly journal authorâ s with valuable information enabling the improvement of their manuscripts before submission for publication. The paper primarily uses the authorâ s experience as editor-in-chief of a peer refereed accredited LIS journal, among other experiences (e.g author, reviewer etc), as well as 85 peer reviewer reports on submitted manuscripts to the South African Journal of Libraries and Information Science, to analyze and discuss common errors made by authors on submitted manuscripts for publication, and the challenges facing these authors.

The terrorist attacks of September 11th on the World Trade Center and the Pentagon have had profound implications for many aspects of American and global society. This essay explores the many implications for library and information science schools educating the next generation of information professionals. The essay considers an array of opinions by the faculty located in one such school regarding how to reflect on the aftermath of the attacks for basic aspects of teaching, research, and curriculum design in library and information science schools. Topics examined include disaster preparedness and recovery, knowledge management, workplace design and location, technology and the human dimension, ethics and information policy, information security, information economics, memorializing and documenting the terrorist attacks, the role of the Internet, and preservation.

The intent of this article is to describe how the social science data library responds to requests for particular data when the data are not cataloged in the data library's collection. The author defines those activities undertaken to locate a potential resource as the pre-acquisition process. The pre-acquisition process begins when the library staff and client have been unable to locate relevant data in the library. Depending upon the nature of the request, time constraints imposed on the client (to produce an analysis based upon these data), and status of the client in the university setting, both staff and client undertake a search to locate the data the client needs. Together they examine the library's reference collection and literature in the field, seek information from experts in the field, and correspond with libraries and institutions which might potentially hold the data or be able to provide assistance in locating the data. The decision to undertake these activities during the preacquisition process depends upon a number of factors. They include the library's mandate regarding the nature of the collection and of its clientele, the level of flexibility in its policies, the quality of the staff, the degree to which the staff is committed to providing user services. the quality of its reference collection and services, and constraints on library resources. Although constraints on the library's resources may indeed be a major factor in determining whether to undertake a search and at what level and to what extent the services shall be provided, the first part of this article presents a brief description of only five factors: the nature of the collection, the impact of an acquisitions policy upon the preacquisition process, staff, the interaction between staff and client, and reference services." The second part describes the preacquisition process carried out at the Social Science Data and Program Library Service (DPLS) at the University of Wisconsin Madison as an illustration of locating data to meet a special client request. The author believes that a description of these activities should have utility not only for data libraries, but for other libraries for formalizing the process of meeting special requests.

This is a preliminary digitization of S.R. Ranganathan's Documentation Genesis and Development. Published by Vikas Publishing House, Delhi in 1973. 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: a. Conspectus. b. Address to the Iaslic members. c. Indian tradition of conspectus. d. Documentalist, research worker, and business man. e. Technical terminology. f. Havoc by an undefined technical term 'document'. g. What of documentation. h. Stages in the evolution of documentation service. j. 'Why' of documentation: social necessity. k. 'Why' of documentation: growth of technological research. m. Research as churn and documentation as a steadying tool. n. Quarrel about the agency for documentation. p. Documentation service: summum bonum of all library work. q. Documentation service: hub of all library work. r. Indian techniques of documentation. s. How of documentation: documentalist-reader relation. t. Analogues from traditions. u. Salary scale for librarians. v. Status vs salary. w. Library staff of government of India. x. Report of the pay commission and aftermath. y. False pretences: development. z. Library staff of non-governmental libraries. A. International organisation for documentation. B. National organisation for documentation. C. Beginning of documentation service in India. D. Beginnings of documentation work in India. E. Present day organisation for documentation in India. F. Documentation research and training centre. G. Indian standards institution: documentation section. H. Service library in India. J. Indian National Scientific Documentation Centre. K. Indian National Social Science Documentation Centre. M. Indian association of special libraries and information centres. Index.

The Virginia Tech Department of Computer Science (VT CS) and the University of North Carolina at Chapel Hill School of Information and Library Science (UNC SILS) have launched a curriculum development project in the area of digital libraries. Educational resources will be developed based on the Computing Curriculum 2001. Lesson plans and modules will be developed in a variety of areas (that cover the topics of papers and conference sessions in the field), evaluated by experts in those areas, and then pilot tested in CS and LIS courses. The authors are seeking instructors, schools, and departments interested in developing, implementing, and/or evaluating these educational materials.

This paper identifies the "state of the art" in digital library education in Library and Information Science programs, by identifying the readings that are assigned in digital library courses and the topics of these readings. The most frequently-assigned readings are identified at multiple units of analysis, as are the topics on which readings are most frequently assigned. While no core set of readings emerged, there was significant consensus on the authors to be included in digital library course reading assignments, as well as the topics to be covered. Implications for the range of assigned readings and topics for digital library education in library science education are discussed.

E-LIS is an open access archive for library and information science. With over 5,800 documents as of June 2007 (over 5,000 in February 2007 when the archive was investigated in-depth), E-LIS is the world’s largest archive for LIS. Over half the documents in ELIS are peer-reviewed. E-LIS is particularly strong in English and Spanish language documents, but supports over 22 languages. With this multilingual support and a global team of volunteer editors, E-LIS has significant diversity in content, an advantage over traditional, english-based LIS resources. Not surprising, this tool designed by and for librarians features robust and user friendly search options. Lack of phrase searching, and pointing to a cross-archiving searching tool no longer supported when much better options are available, are identified as areas for improvement.

Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students. / Selinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca