Running scholarly presses as profit centers is becoming increasingly unsustainable as many are barely able to stay solvent in todayâ s market economy. Under increasing financial pressures university presses are creating a bottleneck for the publishing of scholarly articles, making less of it available more slowly. By restricting access and limiting outlets for publication, todayâ s commercially structured scholarly publishing system runs counter to the aims of scholarly publishingâ to circulate discourse and research findings through academic institutions and into the world. The open access movement is one response to a general failure of the for-profit scholarly publishing system. This paper looks at what it would mean to reconfigure scholarly publishing away from commerce and toward an open access model, and the potential role of libraries within an open access publishing system.

This is an ALISE juried paper presented on Thursday, January 13, 2005 in Session 5.3, LIS Course Content & Instructional Issues (Juried Papers), of the 2005 ALISE Conference, Boston, MA. The goal of this study was to gain an understanding of the literature used in generalist search education in LIS programs.

I would like to publish this original research work for public domain / INTRODUCTION : The study was conducted at Pramukhswami Medical College in Karamsad from November-August 2007 to assess the Computer and Internet usage amongst health care professionals. OBJECTIVE: To identify the knowledge of Computer and Internet of health care professionals of Pramukhswami Medical College and to understand the information-seeking behavior. We have observed the search habits of Internet users at PSMC. Efforts are on to find the search requirements related to the use of the Internet information. METHODS: They were given a questionnaire to collect the data. RESULTS: Results show that all the respondents are using the Internet frequently because. They use the Internet in different ways, such as accessing to online journals, downloading text, chatting, discussion, E-mail services and for finding related references. It is revealed that the professionals of PSMC are getting quality information through the Internet. It is observed that the Google and Yahoo search engines are more widely use compared to other search engines. CONCLUSION: The study revealed that high computer usage among health care professionals in an institution with good computer facilities. The majority expressed their willingness to undergo further training.

This is a preprint published in Journal of Documentation 62 (4): 462-481. Purpose: This paper examines William Stetson Merrill, the compiler of A Code for Classifiers and a Newberry Library employee (1889-1930) in an attempt to glean lessons for modern information studies from an early librarianâ s career. Methodology/Approach: Merrillâ s career at the Newberry Library and three editions of the Code are examined using historical, bibliographic, and conceptual methods. Primary and secondary sources in archives and libraries are reviewed to provide insight into Merrillâ s life at the Newberry and his attempts to develop or modify tools to solve the knowledge organization problems he faced. The concept of bricolage, developed by Levi-Strauss to explain modalities of thinking, is applied to Merrillâ s career. Excerpts from his works and reminisces are used to explain Merrill as a bricoleur and highlight the characteristics of bricolage. Research Implications and Limitations: Findings show that Merrill worked collaboratively to collocate and integrate a variety of ideas from a diverse group of librarians such as Cutter, Pettee, Poole, Kelley, Rudolph, and Fellows. Bliss and Ranganathan were aware of the Code but the extent to which they were influenced by it remains to be explored. Although this is an anachronistic evaluation, Merrill serves as an example of the archetypal information scientist who improvises and integrates methods from bibliography, cataloging, classification, and indexing to solve problems of information retrieval and design usable information products and services for human consumption. Originality/Value of Paper: Bricolage offers great potential to information practitioners and researchers today as we continue to try and find user-centered solutions to the problems of digital information organization and services. Paper Type: Research paper

In the paper the need to understand cultural differences is discussed. The authors show how cultural differences can be analyzed. They also describe how cultural information was exchanged and analyzed during the library and information studies course that was taught via the Internet simultanously in Finland and North Carolina. In addition, the authors discuss how libraries could use experiences of the common class when they act in a multicultural environment. In the paper, culture is defined to be a framework to our lives, something which affects our values, attitudes and behavior. In analyzing and understanding cultural differences it is important to pay attention to how members of various cultures see i) the nature of people, ii) a person's relationship to the external enviroment, iii) the person's relationship to other people, iv) the primary mode of the activity, v) people's orientation to space, and vi) the person's temporal orientation. These dimension will be explained in the paper. In addition, the authors pay attention to language and communication styles as a dimension of cultural differences. The paper describes differences in cultures of Finns, Sami People, North Carolians and Cherokee Indians. Sami People and Cherokee Indians were chosen to represent minor cultures in Finland and North Carolina. An interesting similarities can be found on the one hand between major cultures (Finland and North Carolina), and on the other hand between minor cultures (Sami and Cherokees). The authors propose that there are a few lessons learnt in the common class which can be useful also for libraries and librarians serving multicultural populations. They are i) to undertand people's behavior as a reflection of their cultural background, ii) to understand of differences in language and communication styles between cultures, iii) to understand that collaboration across cultural boundaries and sharing cultural informations occur together, and iv) to take advantage from the Internet in crossing cultural boundaries but not to forget that people have various attitudes toward the Internet and therefore some clients continue to prefer books and face-to-face interaction with library professionals. The authors emphasize that cross-cultural communication and collaboration does not occur effectively without understanding other cultures.

This study of 28 countries involves comparative content analysis of the English versions of codes of ethics proposed by professional associations. It yielded an empirically grounded typology of principles arranged in twenty categories. The most frequently identified principles were professional development, integrity, confidentiality or privacy, and free and equal access to information. While confidentiality and privacy, and equal access to information, appear in all existing typologies of library and information science ethics, other principles, such as copyright and intellectual property, democracy, and responsibility toward society, which appear in almost all other typologies, were evident in fewer than half of the codes. This empirical study provides a global perspective on library association code of ethics.

This thesis explores students' experiences of specialist information technology (IT) courses at the secondary school level in New Zealand. It asks whether students experience a gendered curriculum culture in relation to specialist IT subjects. The exploration involves a survey of national curriculum arrangements and detailed consideration of the manner in which the curriculum is implemented in practice by teachers and experienced by students in three case study classes in a conventional high school, Kahikatea High School (KHS). These classes are year 12 computer studies (CPS) and years 12 and 10 text and information management (TIM). Twenty-two students were the focus of detailed observation in the course of a year. It is found that students experience a gendered IT curriculum culture at KHS, which takes form in both gendered subject and classroom cultures. Gendered subject cultures are established in part through national curriculum structures that maintain subjects from historically gendered domains. Conservative local subject arrangements at KHS contribute to a gendered curriculum in practice. The curriculum takes on a gendered character as a function of choice - teachers' choices about subjects they will offer and the way courses are organised and presented, and students' choices about what subjects they will take. Particular subjects and courses are associated with nominally masculine and feminine computer practices and are thereby imbued with masculine and feminine subject identities. There is considerable variation and nuance in the way students experience different IT courses and in the meanings they make of their experiences. In short, individual students experience the same course differently. They are influenced to greater and lesser degrees by a range of factors, including expectations, prior experience, classroom pedagogy, classroom relationships and performance. Also, individual students are negotiating their masculine and feminine identities as students of IT and computer users as they participate in specialist IT courses and in other arenas of their lives. As they negotiate their roles as computer users and students of IT at KHS, males and females are established in relations of power or authority with the technology and with each other - as computer controllers, aspirant controllers and competent users. These relationships have a gendered character that derives from the attribution of the status of controllers to (some) males and the exclusion of females from this group. However, individual males and females aspire to and are attributed the characteristics and status commensurate with a range of user roles. Gender is a factor in individual students' experiences, but in ways that defy stereotyping and that are highly individualised. All this suggests that gender is not essential in the sense that it implies sameness, but also that gender is not passé or inconsequential as a factor in students experiences of specialist IT courses. Gender relations are a fundamental and inescapable feature of students' experiences of the IT curriculum in practice at KHS.

The theme of this project was synthesis and the thesis encompasses knowledge generation and knowledge translation. Systematic review methodology was employed. The initial two systematic reviews compared antidepressant medication and cognitive-behaviour therapy for the acute treatment of depression. A further comparison of a combination of the two interventions with each treatment on its own was also conducted, with the bulk of the evidence favouring the psychotherapy. Moving to the topic of knowledge translation, the main theme of the thesis, the barriers, facilitators, and interventions impacting on systematic review uptake were identified. The evidence from these three systematic reviews, using diverse methodologies, was then combined to identify the interventions that overcame specific obstacles and built on highlighted facilitators in order to improve the uptake of evidence from systematic reviews. Juxtaposing barriers and facilitators alongside effectiveness studies in this final, mixed-methods systematic review allowed a number of interventions to be recommended. The synthesis also allowed strategies to be highlighted that required further development. Interventions with a statistically significant effect such as educational visits, summaries of systematic reviews, and targeted messaging, addressed a wide range of the identified barriers and facilitators. These interventions were recommended. Promising uptake strategies requiring further development were also identified. Furthermore, large gaps in the evidence base regarding systematic review utilization were highlighted. Fewer of the facilitators identified as part of this project, such as the medico-legal protection provided by systematic reviews, appear to have been built on in order to increase review uptake. Finally, all the preceding evidence was drawn on in order to develop a proposal focused on improving the uptake of evidence from systematic reviews and meta-analyses. This doctoral project offers a menu or range of evidence-based factors that can be considered by organisations and researchers when planning strategies aimed at increasing the uptake of pre-appraised, synthesized evidence.

兩岸圖書資訊學碩士教育經過近三十年發展，已各自形成不同的特色，近年來兩岸學術交流頻繁，但鮮少有文獻探討兩岸圖書資訊學碩士教育，因此本研究探討海峽兩岸圖書資訊學碩士教育之概況及目標之差異，並比較入學資格、畢業要求與專業課程設置之異同，最後再對兩岸圖書資訊學碩士教育之評鑑制度做一了解。 / 本研究藉由比較圖書館學研究法及文獻分析法，針對臺灣地區國立臺灣大學、國立政治大學、國立師範大學及國立中興大學，大陸地區武漢大學、北京大學、南京大學及中國人民大學等八所學校為對象進行研究，並且根據研究結果，歸納出兩岸圖書資訊學碩士教育的優勢及異同，以做為臺灣未來發展圖書資訊學碩士教育之參考。 / 綜合本研究的分析結果發現，比較兩岸有以下異同：臺灣地區目前有8所圖書資訊學碩士班，大陸則有42所，大陸將「圖書館、情報與檔案管理」做為一級學科，底下又劃分為圖書館學、情報學與檔案學三個二級學科，與臺灣的教育層級不同。臺灣學位名稱為「圖書資訊學碩士」，大陸則為「管理學碩士」。臺灣學校有合聘教師以提升相關學科領域的專業知識。在教學目標方面各有特色，台灣大學以理論實務並重，師範大學培育數位資訊管理人才，政治大學孕育圖書館及檔案館人員，中興大學以培養圖書資訊管理應用人才為特色，大陸四校則以掌握圖書館學基礎理論和專業知識為要旨。兩岸八校皆採用考試入學及推薦甄試，均要求通過資格考試及論文撰寫。大陸對於碩士生外語能力較臺灣注重。專業課程方面，「資訊科技與應用」相關的課程為兩岸八校數量最多，說明了傳統圖書館學已融入資訊科學。八校必修課程保持圖書資訊學核心內涵，臺灣四校選修課程凸顯其教育特色。臺灣地區評鑑制度由「高等教育評鑑中心」主導，大陸地區則是「教育部學位與研究生教育發展中心」負責，臺灣在2008年12月已公布「圖書資訊學教育指南」，大陸則無此類之標準。 / 本研究為兩岸圖書資訊學碩士教育提出以下建議：(一)提升臺灣圖書資訊學碩士生之外語能力。(二)加強臺灣圖書資訊學碩士班師資。(三)課程規劃應結合實務需求。(四)圖書資訊學碩士畢業生應加強專業繼續教育。(五)保持圖書資訊學核心價值且與新科技結合。(六)鼓勵圖書資訊學碩士生積極參與學術活動。 / For nearly three decades, Library and Information Science Education for the Master Degree Programs in Taiwan and in Mainland China shape their own features. This study investigates the following issues about Library and Information Science Education for the Master Degree Programs in Taiwan and in Mainland China: (1) What is the general condition? (2) How the education goals are different from each other? (3) How the admissions and graduation requirements are distinct from each other? (4) What are the dissimilarities in curriculum design between each other? (5) What education evaluation systems do they possess? / Through comparative librarianship and documentary analysis, this study compares Library and Information Science Education for the Master Degree Programs in Taiwan with that in Mainland China, and explores the advantages, similarities, and differences between them, including National Taiwan University, National Chengchi University, National Taiwan Normal University, and National Chung Hsin University in Taiwan, and National Wuhan University, National Peking University, National Nanjing University, and Renmin University of China in Mainland China. It attempts to be reference resource for future development of Library and Information Science Education for the Master Degree Programs in Taiwan. / The results are as following. In Taiwan there are 8 institutes offering Library and Information Science Education for the Master Degree Programs, and 42 in Mainland China. In Mainland China, Library, Information and Archival Studies belongs to national first-class disciplines, and containing three second-class disciplines, Library Science, Information Studies, and Archival Studies. This kind of demarcation is different from that in Taiwan. The four institutes in Taiwan confer the degree name as “Master of Library and Information Science,” and the four institutes in Mainland China grant “Master of Business Administration.” The four institutes in Taiwan have affiliated faculty to instruct related professional knowledge. Besides, the goals of Library and Information Science Education for the Master Degree Programs in Taiwan and that in Mainland China are diverse. For example, National Taiwan University emphasizes both theory and practicality. National Taiwan Normal University aims at training digital information managers. National Chengchi University intends to cultivate advanced specialities for libraries and archives, and National Chung Hsin University is characterized by fostering experts of Library and Information Science Management. As for the four institutes in Mainland China, their objectives are to equip students with basic theories and expertise on Library Science. / Entrance exams and recommendation screening examinations are both adopted by these 8 institutes, and students have to write thesis and pass the qualifying examination for graduation. However, foreign language requirement in Mainland China is more strict than in Taiwan. In the part of curriculum, at these 8 institutes, the number of courses planned pertaining to the category of “Information Technology and Application” is the most. It reveals the combination of traditional Library Science with Information Science. Obligatory courses at these 8 institutes conform to the core values of Library and Information Science, and elective courses at four institutes in Taiwan demonstrate their distinct education objectives. About the evaluation for Master Degree Programs, in Taiwan it is led by “Higher Education Evaluation & Accreditation Council of Taiwan,” and in China it is dominated by “China Academic Degrees & Graduate Education Development Center.” In addition, “Guidelines for Library and Information Science Educational Programs in Taiwan” was announced in December, 2008. Nevertheless, this kind of sandard is lack in Mainland China. / Based on the finding results, this study proposes six suggestions: (1) Enhance foreign language proficiency of Masters of Library and Information Science in Taiwan. (2) Advance the quality of faculty.(3) Take into account the practical needs when planning curriculum.(4) Enrich professional continuing education for Masters graduating from Library and Information Science. (5) Maintain the core values of Library and Information Science, and also integrate with new technology. (6) Encourage Masters of Library and Information Science to actively participate in academic activities.

As a way to gain greater insight into the operation of Library and Information Science (LIS) e-learning communities, the presented work applies automated text mining techniques to text-based communication to identify, describe and evaluate underlying social networks within such communities. The main thrust of the study is to find a way to use computers to automatically discover social ties that form between students just from their threaded discussions. Currently, one of the most common but time consuming methods for discovering social ties between people is to ask questions about their perceived social ties via a survey. However, such a survey is difficult to collect due to the high cost associated with data collection and the sensitive nature of the types of questions that must be asked. To overcome these limitations, the paper presents a new, content-based method for automated discovery of social networks from threaded discussions dubbed name networks. When fully developed, name networks can be used as a real time diagnostic tool for educators to evaluate and improve teaching models and to identify students who might need additional help or students who may provide such help to others.