Objective – To determine the perceived impact of leadership development on the behaviours and competencies of employees and the organizational culture of the University Library, University of Saskatchewan, Canada. Methods – Using grounded theory methodology, the study was conducted in an academic library serving a mid-sized medical-doctoral university in western Canada. Twenty-one librarians and support staff who had completed the University Library’s Library Leadership Development Program (LLDP) participated in one-on-one interviews of 40-60 minutes duration. Interview transcripts were prepared by the researcher and reviewed by the participants. After editing, those source documents were analyzed to reveal patterns and common threads in the responses. The coding scheme that best fits the data includes the following four headings: skill development, learning opportunities, strategic change management, and shared understanding of organizational vision and values. Results – According to the responses in interviews given by graduates of the Library Leadership Development Program, the library’s investment in learning has created a cohort of employees who are: self-aware and engaged, committed to learning and able to develop new skills, appreciative of change and accepting of challenges, or accountable and committed to achieving the organization’s vision and values. Conclusion – Competencies and behaviours developed through exposure to leadership development learning opportunities are changing the nature of the organization’s culture to be more collaborative, flexible, open and accepting of change and challenge, supportive of learning, able to create and use knowledge, and focussed on achieving the organization’s vision and values. These are the characteristics commonly associated with a learning organization.

Review of M-libraries 2: A Virtual Library in Everyone's Pocket, edited by Mohamed Ally and Gill Needham. London: Facet Publishing, 2010. 273 p. $105.00 ISBN-13: 978-1856046961

This study used a qualitative case study method to explore the position of a subject librarian in a large academic library in the United States using the subject librarians at Brigham Young University as the case. In the first phase of the study, all Brigham Young University subject librarians were given the opportunity to participate in a semi-structured interview. Subject librarians considered their main purpose to be connecting the people at the university with library resources. Their duties of collection development, reference, instruction, liaison, citizenship, professional development, and scholarship are interrelated and work together in important ways. Subject librarians are satisfied with their jobs and corresponding autonomy. They are concerned about librarian stereotypes and want to overcome the ignorance about their positions. They agree that subject knowledge is important but do not agree on a formal degree standard. In the next phase of the study, one faculty member was interviewed for each participating subject librarian. Faculty members defined a subject librarian as someone who knows their subject and has library training. Faculty members valued librarian competence over any specific degree or training and did not care what status librarians held. Faculty members considered the primary duties of a subject librarian as helping faculty members purchase materials and helping faculty and students find and use the library's resources. Faculty members interviewed were pleased with and grateful for the services they received from subject librarians. This study can be used by libraries to help with the subject librarian hiring process, showing that the focus should be on people skills and connection with others and not on degree and status. The study can also help craft a subject librarian program, encouraging subject librarians to focus on faculty members' understanding and priorities.

Book Summary: The only comprehensive encyclopedia on the subject of women in higher education.

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The purpose of this paper is to examine how the relationship between the socially constructed genders is manifested in American library science. To visualize gender, bibliometric analyses of peer reviewed articles published in three core journals of library science between 1980 and 2000 inclusive, are performed. The three journals are: College & Research Libraries, Journal of Academic Librarianship and Library Quarterly.Questions:1. Does gender affect the publishing process regarding the distribution of female and male authors?2. Does gender influence female and male authors' choice of references?3. Does gender affect the share of citations received by works of women and men respectively?4. Does gender influence collaboration regarding the distribution of co-authoring female and male authors?The bibliometric analyses indicate differences between the shares of female and male authors, as well asdifferences in the attention women and men give to and receive from other female and male authors respectively. It is assumed that there exists a gender contract (an implicit agreement of how men and women are expected to behave towards each other) which is renegotiated during the period of time of this study, seemingly to the benefit of female authors as they are given a larger space in publishing. But concerning citations there is a delay in regard to male authors' tendency to cite works by women. This might indicate that the importance of gender has not diminished but become more subtle and complex. The conclusion is that gender indeed influences publishing, referencing, citation and collaboration processes of library science.