Australian Library Supervision and Management is aimed at both students and practitioners at supervisory to middle management levels. It introduces management theory, but much of the theory is woven through the text, which emphasises practical issues and perspectives. Topics given special attention include skills required to implement and support participative management, team management, leadership, self management, change management, strategic planning, job design, performance measurement, negotiation and conflict resolution.The first edition of this book, published in 1995, was the first comprehensive text on the management of libraries written for the Australasian librarian and student. Reviews of the first edition considered it a "a valuable contribution to the literature" (Australian Library Journal). Such has been the demand for this book, especially from students of library and information management, that it has been reprinted several times (including an abridged version in 2000). This long-awaited second edition takes into account the changes in management theory and practice, and the issues confronting the library manager in the twenty-first century.

Australian library supervision and management (Topics in Australasian library and information studies)

Politics & Social Sciences

Sanders, Roy

Social Sciences

Centre for Information Studies

Religion & Theology a Guide to Current Reference Resources

Reference

McIntosh, Lawrence

Catalogs & Directories

The Information literate school community: Best practice represents the first major work dedicated to the topic. It is a collection of research, professional, and case study papers that explore a wide range of issues. The editors have brought together a powerhouse group of writers (many of whom are household names in the field) who attempt to grapple with key issues that underpin the information literate school community. The international cast of writers include leading edge researchers, academics and practitioners each of whom is able to open a window of understanding to what has been dubbed a fuzzy concept. 
This work offers a rich tapestry of scholarship and should provoke continuing debate and research as well as the redefining of best practice. Who should read the twenty chapters that comprise this work? Who in the educational arena can afford to ignore it! 
This volume is of very great value for all those who are involved in modern day education. The book can serve as a very rich source of ideas for developing information skills curriculum within a school community, whether for a single school, a region or even for a country as a whole. The volume is very readable, down to earth and practical, and at the same time, full of important and research-based information which teacher librarians of today can make use of immediately. This is a book that can be recommended for practitioners, academics and school politicians alike. It is an excellent handbook for school library development. IASL Newsletter 
Many persuasive arguments are made with solid research and critical analysis to support the concept of what the information literate school community should be and how to get there. This book gives teacher librarians the assistance they need to take a strong leadership role, provide direction and vision for their school library. Access 
Compilations of insightful articles such as those presented here contribute significantly to the ongoing professional development of teacher librarians… This book serves to consolidate the importance of information skills and teacher librarianship in the school.

The Information Literate School Community: Best Practice (Topics in Australian Teacher Librarianship No. 3)

Unknown, Author

Information literacy is being progressively recognised as a critical issue in education, the workplace and the community. Information literacy around the world brings to fruition a simple idea: to bring together important, contemporary information literacy initiatives. Most of these initiatives began life some time in the past five years. They come from Europe, Asia, Africa, Australasia and the Americas. They also come from a variety of contexts: the community, the workplace, universities, schools and continuing education. Some are large well-funded programs; others are initiatives that have had little monetary input. Some are completed research projects, while others are essentially visions for continuing to expand the information literacy research territory. All of them are 'models' which, we believe, are likely to inspire the information literacy community as it moves into the twenty-first century

Information Literacy Around the World: Advances in Programs and Research

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