Integrated information management and hospital libraries

It is demonstrated that hospitals are information-dependent and that there is need for integration of information generated and gathered through their subsystems. This paper discusses recommendations of the Matheson Report for an integrated information management system which would link these subsystems. The library's statement of mission, means for self-assessment, and analysis of information needs and uses are explored. Future directions with examples of new roles for the library are outlined.     

Benchmarking reference services: an introduction

Benchmarking is based on the common sense idea that someone else, either inside or outside of libraries, has found a better way of doing certain things and that your own library's performance can be improved by finding out how others do things and adopting the best practices you find. Benchmarking is one of the tools used for achieving continuous improvement in Total Quality Management (TQM) programs. Although benchmarking can be done on an informal basis, TQM puts considerable emphasis on formal data collection and performance measurement. Used to its full potential, benchmarking can provide a common measuring stick to evaluate process performance. This article introduces the general concept of benchmarking, linking it whenever possible to reference services in health sciences libraries. Data collection instruments that have potential application in benchmarking studies are discussed and the need to develop common measurement tools to facilitate benchmarking is emphasized.     

The significance of theory in the implementation of curriculum change in religious education

A new study in Melbourne, Australia, has investigated curriculum change in religious education against the background of literature on curriculum change in education in general. Amongst its several findings, it was ascertained that clear information and theoretical understanding about a curriculum change in religious education is just as important as it is in any other field of study. In the absence of such information and understanding the leaders who were responsible for implementing the curriculum change in religious education made certain curriculum accommodations, and emphasised particular professional development activities for teachers that were not in keeping with the theoretical underpinning of the change. The implications for ‘top down’ curriculum change, such as those mandated by Church authorities or state authorities, are significant.     

The PRET A Rapporter framework: Evaluating digital libraries from the perspective of information work

The strongest tradition of IR systems evaluation has focused on system effectiveness; more recently, there has been a growing interest in evaluation of Interactive IR systems, balancing system and user-oriented evaluation criteria. In this paper we shift the focus to considering how IR systems, and particularly digital libraries, can be evaluated to assess (and improve) their fit with users’ broader work activities. Taking this focus, we answer a different set of evaluation questions that reveal more about the design of interfaces, user–system interactions and how systems may be deployed in the information working context. The planning and conduct of such evaluation studies share some features with the established methods for conducting IR evaluation studies, but come with a shift in emphasis; for example, a greater range of ethical considerations may be pertinent. We present the PRET A Rapporter framework for structuring user-centred evaluation studies and illustrate its application to three evaluation studies of digital library systems.     

Moving toward a grand theory of development: in memory of Esther Thelen

This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children.