The lowest canonical denominator: electronic literature and the role of the professionals in information
This paper argues that the English literary canon has reasserted itself in electronic form. It traces the history of print canons and contends that analogous forces are shaping an electronic canon. This issue should concern not only literary critics, but also information professionals. Humanities scholars need diverse resources, rare texts and multiple editions of works. Yet canons threaten diversity of resources, and it is difficult for works to re-establish their place once excluded. If collection managers aim to provide a wide range of high quality resources for future users then an electronic canon is undesirable. If we are to avoid such problems then questions of electronic collections policy must be addressed. For example, do funding councils bear a responsibility to ensure that less canonical texts are available? Who makes the decisions about what is important, and on what basis? How should electronic collections policies be formulated? Should the choice of editions which are digitised matter, is a bad edition better than nothing at all? Should collections policy for electronic resources be organized on a national level, or left to individual institutions? These are areas in which an information professional can and should be able to make an important contribution.
Factors of critical success are the approach to determining the organizational information needs
Reports on a series of investigations in the UK and Finland, in both academic and business institutions. The Critical Success Factors approach is defined and explored as a means of determining the information needs of organizations, rather than of individuals. Concludes that such use is appropriate and productive, enabling the identification of types of information that may aid the organization in its strategic policy making to achieve competitive advantage.
The impact of personality and information behaviour approaches
Previous studies have shown how personality influences learning strategies and learning outcome. In this study this will be taken further by combining personality and approaches to learning with information behaviour. The aim of this study is to show how the five traits of the Five-Factor Inventory related to the approaches to learning of the ASSIST-test affect information behaviour. The subjects will be approximately 500 university students writing their dissertation.
In a pilot study it was shown that personality traits can be related to approaches to learning. Moreover they seem to form distinctive information behaviour.
The architecture of documents sets a circle: document architecture and their links with the education and research of library and information science
The architectural metaphor used in analyzing compound meta-objects such as referential databases might be applied also to the primary records these referential tools point to, thereby making way for the study of document architecture (DA). Library and information science has by and large been focussing on possible ways of determining the meanings of the objects of “input”, whereas the materiality and the textual structure of the objects have been regarded as transparent, offering little or no room for problematization and discussion. The article argues for a revaluation of this somewhat delimiting perspective. Digital production and distribution reframe the ways in which objects and meta-objects might be construed. The mismatch of traditional library institutions and systems (where the printed codex book and its derivatives have been the standard of measurement) and digital carriers for bodies of text and the different architectures of these, suggests our great need for new fields of LIS research, where DA might prove a valuable tool. DA studies might also be useful in re-theorizing traditional reading and writing technologies and their conditioning of textual carriers.
The changing role of book history topics and publication in the education of Estonian librarians
Gives an overview of the development of library education in Estonia since the beginning of teaching library science on the academic level in 1927 up to the present day. The author concentrates on studying the role and share of the courses that deal with book history and contemporary development of the book trade during different periods of time (the Soviet era, and after the restoration of independence in 1991). The last part of the article presents data on the evaluation of the usefulness and necessity of these subjects by public librarians and students of the Tallinn Pedagogical University