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Applications of ICT in Libraries/Supporting Client Learning

This page is designed for the use of students undertaking the Diploma (Diploma ICTL) or the Advanced Diploma (Advanced Diploma ICTL) in Applications of ICT in Libraries.

These qualifications were developed by the Scottish Library and Information Council (SLIC) and are validated by the Scottish Qualifications Authority (SQA)

Supporting Client Learning is a core unit in both the Diploma and Advanced Diploma programmes.

Information regarding the background to the courses, content and certification opportunities can be obtained by following the Diploma (Diploma ICTL) or the Advanced Diploma (Advanced Diploma ICTL) links.

Further information can be obtained from angela.lees@sqa.org.uk

Establishing client competence in use of hardware and software
The client’s ICT competence clearly affects their ability to use any learning packages available. If ICT skills are lacking, the client may have to undertake some ICT skills development before moving onto their selected learning package. You should determine the client’s ICT competence in relation to both hardware and software.

Your initial task is to find out what sorts of previous experience and competence the client has had with ICT. Typically you might want to explore four areas:

 * hardware
 * operating system environment (normally Windows)
 * using the Internet
 * using applications packages

ACTIVITY 1.1

Before proceeding:

 * List the hardware items you would enquire about.
 * Note down what you would want to know about each of these items.

Client competence in using hardware
The main items of hardware which the client is likely to have to use are the:

 * mouse
 * keyboard
 * printer
 * scanner
 * removable media

We look at each of these in turn, giving some specific pointers about what you should ask the client.

The mouse
You might want to start by finding out the following information:

 * Has the client used a mouse?
 * Is the client aware of the use of the left and right buttons?
 * Is the client aware of hovering over items?
 * (For left handed clients) is the client aware of how to change a mouse from right- to left-handed operation?
 * If the computers in your library use another type of pointing device, such as a tracker ball or touch pad, can the client use this proficiently?

Keyboard
You might want to start by finding out the following information:

 * Has the client used a keyboard?
 * Does the client know how to use:
 * space and return keys
 * shift and caps lock keys
 * delete and backspace keys
 * cursor (arrow) keys
 * ctrl, tab, esc and insert keys
 * function keys

Printer
You might want to start by finding out the following information:

 * Has the client used a printer?
 * Is the client aware of any printer processes which are 'specific to your library?
 * Can the client load the printer with paper?
 * Is the client aware of the cost per page of printing (monochrome and colour)?

Scanner
You might want to start by finding out the following information:

 * Has the client used a scanner?
 * Is the client aware of the routine of pre-scan, select area and scan?
 * Is the client aware of the importance of selecting an appropriate scanning resolution?

Removable media
Use of removable media, such as floppy disks, CD-ROMs and USB storage (also known as Flash Drives or Pen Drives) will be governed by library rules. If these are allowed you might want to start by finding out the following information:

 * Can the client insert a disk (or other media) properly?
 * Is the client aware of when it is appropriate to remove it?
 * Can the client access media in different drives?
 * Can the client save to writable media?

Operating systems
We use the term operating system to describe the basic software, such as Microsoft Windows, which makes the computer work. When a computer is switched on, the operating system starts running before any application package such as Word will run. The operating system involves managing applications and data.

ACTIVITY 1.2

Before proceeding:

 * List the aspects of the operating system you would enquire about.
 * Note down what would you want to know about each aspect.

Previous experience
You might want to start by finding out the following information:

 * Is the client familiar with the operating system on the computers in your library?

Note that, even within the same library, different computers may have different operating systems. Most of the common operating systems are supplied by Microsoft:

 * Windows 98
 * Windows NT
 * Windows 2000
 * Windows Millennium
 * Windows XP

There are some significant differences in the practical operation of these, so you should determine whether the client can carry out the tasks we outline below for the operating system on the computer which will be used to work through the chosen learning packages.

Operating system tasks
You might want to start by finding out the following information:

Finding applications:

 * Does the client know where to look for the applications or packages?
 * Does the client know the names and icons for the applications required?

Opening and closing applications:

 * Can the client open an application?
 * Can the client close an application correctly? (This often involves saving information.)

Using a file manager to locate files and data:

 * Can the client use My Documents/Windows Explorer to navigate around the file system?
 * Is the client aware of the concept of a hierarchy or tree structure of folders (directories)?

Creating folders and saving data in specific folders:

 * Can the client create a new folder to save application data?

Using the Internet
A great deal of information to support learning as well as complete learning packages can be accessed via the Internet. It is therefore important to gauge the client’s competence in Internet use.

ACTIVITY 1.3

Before proceeding:

 * List the aspects of Internet use you would enquire about.
 * Note down what would you want to know about each aspect.

Common Internet tasks
Here are the main aspects of basic Internet use which you should ask about:

Browsing the Internet:

 * Has the client experience of using a browser? (e.g.: Internet Explorer, Mozilla, Firefox)
 * Has the client experience of using a search engine? (e.g.: Google, Ask Jeeves)
 * Is the client aware of the variable quality of websites found on the Internet?

E-mail:

 * Has the client used e-mail?
 * Does the client have an e-mail address?

Chat:

 * Has the client used chat?
 * Is the client aware of possible dangers in its use?

Groups:

 * Has the client used any (news)groups?

Using applications packages
You need to know about the client’s existing experience with common applications packages. This will help to confirm the information gleaned so far.

ACTIVITY 1.4

Before proceeding, list some applications packages you might want to ask about.

Applications packages
Word processing is the most likely example of an applications package. Almost all computer users will have done some word processing. But many will have used other packages as well.

Word processing packages

 * Has the client used a word processor? (e.g.: Word, Write)

Spreadsheet packages

 * Has the client used a spreadsheet application? (e.g.: Excel)

Photo/Graphics packages

 * Has the client used a photo/graphics package? (e.g.: Paint Shop Pro, Photoshop)

Database packages

 * Has the client used a database application? (e.g.: Access, dBASE)

Financial packages

 * Has the client used a financial package? (e.g.: Quicken, Quick Books)

Other

 * Has the client used any other, more specialised packages which do not fit into the above categories? If so, what are these packages and what do they do?

In each case you should try to get an idea of the level at which the packages have been used. The best way of finding this out is to ask the client to give some examples of how they used the package.

Using learning packages
One important question to ask is whether the client wishes to use the chosen learning package in the library, using the library’s equipment, or whether they would prefer to take the package away for home use.

If the latter, it is vital that you establish the specification of their home computer. While many home users possess high specification equipment, others may have older, slower models which will not support the latest packages. This can be a particular problem where graphics or audio is involved.

All learning packages will state clearly the minimum specification on which the application will run and you should ask the client to confirm that their home equipment meets or exceeds this.

It is good practice to make a written record of what you have established about the client’s ICT competence. Some libraries have checklists for this purpose.

ACTIVITY 1.5

Find out if your library service has checklists of this nature. If not, why not create one for yourself and your colleagues to use?

Establishing learning goals
You need to establish the learning goals for the client before you can think about possible learning approaches. The client may have learning goals related to their work or to their personal life. You should attempt to establish exactly what the client wishes to learn and if possible get an idea of the reasons why the client is undertaking the learning.

Some clients may come to the public library seeking learning packages which are complete in themselves. You may be able to provide such packages “off the shelf” in your library or you may have to source them from elsewhere.

Other clients may be seeking additional learning to support training or education being undertaken elsewhere. The most obvious example of the latter is school pupils or college/university students wishing assistance with assignments or desiring materials which will help them revise for examinations.

Clients engaged in more informal learning may also require top-up materials. For example, an adult working through a self-help book on word processing might ask for additional exercises in keyboarding.

ACTIVITY 1.6

Before proceeding outline the different areas you would need to ask about to find out the client’s learning goals. There are quite a few of them!

Determining learning goals
Here are some possible areas to look at with the client to determine the learning goals:

General subject area:

What is the general subject area in which the client wishes to undertake the learning? E.g.: the Spanish language.

Slant or specialism:

Is there a particular specialism to this learning? E.g.: Spanish for business.

Existing competence of client:

Does the client possess any existing relevant competence in the subject? E.g.: the client has picked up a basic knowledge while living in Spain for six months last year.

Future competence as a result of the learning undertaken:

What level does the client wish to be able to reach as a result of the learning? E.g.: the client wishes to write business letters to Spanish clients of their company.

Reasons for learning:

Is there a particular work or social reason the client has for wishing to undertake the learning? E.g.: the client is soon to take responsibility for their company’s Spanish clients

Additional factors
You may need to consider the following additional factors:

Timeframe:

Over what time period does the client wish the learning to take place? E.g.: the next six months.

Time available:

How much time in the week does the client have for learning? E.g.: up to four hours per week.

Importance of certification:

Does the client particularly want to undertake learning which will result in a qualification? E.g.: the client is interested in gaining a City & Guilds qualification in Business Spanish on completion of the learning.

Finance:

Many of the learning materials available through public libraries will have no costs attached. However some may involve enrollment or certification fees. In these cases, you must tactfully investigate if the client would have the financial resources for a course of study with a fee associated? E.g.: is the client able and/or willing to pay for an end of course examination fee?

It is good practice to make a written record of what you have established about the client’s learning goals. Some libraries have checklists for this purpose.

ACTIVITY 1.7

Find out if your library service has checklists of this nature. If not, why not create some for yourself and your colleagues to use?

The UK education and training system
In order to help your clients, you need to have a broad-based understanding of the UK education and training system as a whole - pre-school, primary, secondary, tertiary, workplace and informal. Naturally you are not expected to be an expert on education and training (although in some instances you may need to consult such experts). However you should be familiar with the basics of the system and know how to find out more detail on any aspect, if this is required.

Remember that we live in an age of lifelong learning and that much learning takes place outside the traditional academic system. So you should make sure that you know not just the local schools, colleges and universities, but also private training providers, adult learning agencies, voluntary groups etc.

In particular, it is essential that you appreciate the ways in which the education and training systems of the four UK nations differ from one another (the Scottish system displays the largest divergences from the others) and the implications of this for the client.

ACTIVITY 1.8

Here are the official government websites for the education departments in England, Northern Ireland, Scotland and Wales:

 * England:		http://www.dcsf.gov.uk/
 * Northern Ireland:	http://www.deni.gov.uk/ and http://www.delni.gov.uk/
 * Scotland:		http://www.scotland.gov.uk/Topics/Education/
 * Wales:			http://www.learning.wales.gov.uk/

Familiarize yourself with the information provided on these sites, especially that related to the country in which you are resident. Note that much of the information on the English site applies also to Wales and some is also applicable to Northern Ireland.Each of these sites provides links to sites giving information on more specialised aspects of education. Note the addresses of such sites which are particularly relevant to yourself and summarise the sort of information which you can gain from them.

Ascertaining special needs
You should establish any special needs (in the widest sense) of the client which will have a bearing on the learning they are proposing to undertake.

ACTIVITY 1.9

Before proceeding:

 * Make a list of the different types of special needs which could have a bearing on the learning.
 * For each case note the steps you can take to enable the learning.

Types of special needs
It is difficult to compile a comprehensive list of special needs. Here are some of the most common with some suggestions as to how the library can facilitate learning for such clients.

 * Motor disabilities
 * Visual impairment
 * Hearing impairment
 * Special learning needs (including literacy, numeracy and English as a second language)

Motor disabilities
This can cover a wide range of disabilities, ranging from a paraplegic learner in a wheelchair to someone with mild Repetitive Strain Injury (RSI). Some common examples of library facilities for this group are:

 * a flexible computer desk at a height which can be adjusted to suit varying dimensions of wheelchairs
 * a joystick or specially adapted mouse for clients who cannot operate a standard mouse
 * a specialised “big keys” keyboard etc. for clients who cannot operate a standard keyboard
 * a mouse tray so that clients can use the mouse on their lap
 * touch screens
 * programmable keypads to reduce the number of keystrokes required for common inputs

Visual impairment
Many manufacturers produce software specifically to enable use by visually impaired users. It is possible for the users to hear what appears on the screen. Some software produces output in Braille.

Sometimes simple measures can be effective in facilitating use by visually impaired clients, such as:

 * changing the text size on the screen
 * altering the colour settings (It is usually easiest for clients with visual impairments to read black text on a white background)
 * using “text only” versions where graphics are removed.

ACTIVITY 1.10

Make sure that you can carry out the three “simple measures” listed above.

Useful information can be found on the website of the Royal National Institution for the Blind. Go to http://www.rnib.org.uk/ and search for “internet”.

Hearing impairment
Again much specialist software is available. Libraries can install systems which pick up sound from the computer through an amplifier and radio microphone which is then transmitted by infrared around the room. The hearing impaired person hears this amplified sound through a lightweight headset. There is no need for users to wear their hearing aids.

http://www.deafclub.co.uk is a useful site with a search engine, which is specifically designed to help deaf people find information. It can also lists sites giving advice on ICT adaptations for clients with hearing impairment.

http://www.rnid.org.uk/ is the site of the Royal National Institute for Deaf People.

Special learning needs
Public libraries have always played an important role in assisting clients in these groups and recent disability and discrimination legislation has laid even more emphasis on this role.

Research has shown that libraries are often viewed by such clients as friendly, non-judgmental environments. In consequence they may be more likely to undertake learning in the library than in the more formal setting of a school or college.

Your library service will have staff who specialise in assisting these user groups. These colleagues can advise you of how best to provide for individual clients.

You should be aware that nowadays, there are many holistic learning packages which provide upskilling for young people or adults in literacy, numeracy and ICT.

Remember that, although the word processor’s spell checking facility is designed primarily to check for typing errors, it is an invaluable aid to anyone with problems in coping with the English language’s idiosyncratic spelling.

Sources of careers information
In order to match the client’s learning desires with work goals, it may be necessary to have information about which workplace qualifications and competences are useful in a particular job role or career. You are not expected to know this information but you should to be able to access it efficiently, most probably by use of the Internet.

ACTIVITY 1.11

Before proceeding, find websites which will give you information on the following careers:

 * nursing
 * clockmaking
 * actuarial work
 * farriery

Careers information sites
There are several different sites which will produce the required information. There is usually a dedicated site for each sector of employment.

Here are some examples for the jobs we asked about:

Nursing

An NHS site http://www.nhscareers.nhs.uk/careers/nursing/

Clockmaking

The British Horological Institute  http://www.bhi.co.uk/

Actuarial work

Prospects the graduate careers website has a section at: http://www.prospects.ac.uk/cms/ShowPage/Home_page/Explore_types_of_jobs/Types_of_Job/p!eipaL?state=showocc&idno=329&pageno=1

Farriery

The Farriers Registration Council has a section on careers at: http://www.farrier-reg.gov.uk/

General careers information
There are several useful on-line sources of general careers information, such as:

 * For England			http://www.connexions-direct.com
 * For Scotland		http://www.careers-scotland.org.uk
 * For Wales		http://www.careerswales.com/
 * For the whole of the UK	http://www.careers-gateway.co.uk

Web 2.0 sources University of Glamorgan YouTube			http://www.youtube.com/careersglamorganuni Foreign and Commonwealth Office Twitter links 	http://web.archive.org/20090804213504/www.fco.gov.uk/en/twitter/ Energy careers on Facebook				http://www.careerenergy.co.uk/?facebook CILIP Graduate Trainee Opportunities on Facebook	http://www.facebook.com/group.php?gid=13484212748&ref=nf

Selection criteria
You must take all the information obtained from the client into account so that you can identify learning packages which will meet the criteria. You will match learning packages against such criteria as:

 * Does the subject matter match the client’s desired study topic?
 * Is certification available if the client desires this?
 * Does the length of the learning package fit with the time available for the client to learn?
 * Can the client afford any costs associated with the learning?
 * Does the learning package address any special needs of the client?
 * Is the level of the learning suitable in terms of both starting competence (i.e.: neither too easy nor too difficult) and final competence achieved at the end of learning?
 * Can the client undertake this learning without enhancement of their existing ICT skills? If not, can the library supply additional support for ICT skills development in order to enable the client to undertake the chosen learning package?

Learning packages available within own organisation
You need to be aware of the range of learning packages which are available within your own library service. Some of these will be at your own service point. Others will be held elsewhere within the service.

The library catalogue will give information about the learning packages, both in your own library and elsewhere. Some libraries produce specific catalogues or lists of ICT learning packages, giving more details than might be found in the general catalogue. For packages at your own service point, it is also useful to examine the packages themselves and, if time permits, you can actually test them out.

ACTIVITY 2.1

Familiarise yourself with all the catalogues and lists of ICT learning packages in your library service. Note what sort of information they provide for each item.

Restrictions on the use of learning packages
You must be able to determine any restrictions on the use of ICT learning packages, e.g.:

 * Must the package be used on library premises or is it available for home use?
 * Is there a limit to the number of hours a client may book to use the package in the library or on the length of time a package can be borrowed?
 * If the packages are to be used in the client’s home it is vital for you to establish the details of the client’s own computer in order to be sure that the specification is high enough to support the chosen learning package.

When working in this area you will pick up useful information through the experience and comments of clients. If several clients recommend a particular package on keyboarding techniques, for instance, you can feel confident in recommending it to other clients with similar learning goals. Additionally you can gain information and advice through discussions with experienced colleagues.

ACTIVITY 2.2

Here is an exercise to familiarise yourself with some learning packages available within your own library service.For each subject area given below, find two packages and note the differences between them:

 * Business studies
 * French language
 * Basic mathematics
 * Word processing

Sourcing learning packages outside own organisation
Your library cannot duplicate all the learning packages which will exist locally outside your library service. You must have an awareness of what is available out there.

ACTIVITY 2.3

Before proceeding make a list of the types of organisation in your locality which produce and/or deliver learning packages.

Sources of learning packages
Here are some examples of where learning might be found in the locality:

 * Schools
 * Further education colleges
 * Universities
 * Private trainers
 * Local learning partnerships
 * Community learning
 * Voluntary organisations, e.g.: Workers’ Educational Association

ACTIVITY 2.4

Here is an exercise to increase your familiarity with local sources of learning material outside the library service.

Choose four of the types of provider given in the preceding list. For each type, find the website of a named organisation in this category and choose two different study packages offered. Note the differences between the packages at each organisation and the differences between the organisations.

Differences between sources
We expect that you will find the following points of difference:

In fact, you should come up with the very points which might be criteria gleaned from a client seeking learning.
 * Cost of package (if any)
 * Flexibility of study times
 * Availability of certification
 * Level of studies
 * Range of content

With e-learning it is not necessary for the provider to be local. Much excellent learning content can be sourced free of charge from the Internet e.g.: http://www.studyspanish.com  offers free tuition in basic Spanish. In other cases e-learning may be delivered via the Internet for a fee. In these cases a log in and password will be required after registration.

ACTIVITY 2.5

Before proceeding, find and note down five websites where learning is available on the Internet.

Learning on the Internet
Learning can be found on the Web at many, many sites. There is no way that you will be able to remember even a fraction of these. So it is extremely important that you should be familiar with sites which are commonly used to find learning resources. Check these sites frequently for news and developments, as their content is regularly updated.

It is important to be aware of the scope of any such site. It is often the case that learning sites which appear to be UK-wide are not in fact applicable to one or more of the four nations. Frequently, learning sites apply to England, Wales and Northern Ireland (e.g.: http://www.learndirect.co.uk) and there is a separate site for Scotland (e.g.: http://www.myworldofwork.co.uk)

The scope is not always obvious from the title of the site. Be especially careful when the word "national" is used. This can mean UK or a single one of the four UK nations. For example, the content of the National Learning Network (http://www.nln.ac.uk) applies only to England. In contrast, the content of the National Learning Network (http://www.nln.ac.uk) applies only to England.

BBC learning materials
The BBC (http://www.bbc.co.uk) offers excellent learning materials most of which are applicable in all four UK nations. This site also provides links to other providers of on-line learning.

There are many websites which are specifically designed to provide curriculum related resources and revision aids. Once again it is vital to check that these are appropriate for the school or college curriculum of the UK nation where the client is studying. The BBC’s site (http://www.bbc.co.uk) has educational and revision material for England, Northern Ireland, Scotland and Wales.

You should be familiar with websites applicable to your own home nation’s educational curriculum, such as Learning and Teaching Scotland (http://www.ltscotland.org.uk). However, do not consider that support learning should be confined to these educational web sites. Rather be prepared to assist clients to find appropriate support material for their learning from any suitable Internet source. This applies especially when the client is seeking information to enhance a course of study undertaken elsewhere. They may come to the library looking for company financial performance data to include in a presentation on marketing, literary criticism of T S Eliot for a university essay or information on the breeding habits of dolphins for A level biology.

This sort of information in support of learning will probably be found on websites which are not specifically educational. So be prepared to assist your client to find information in support of their learning from any appropriate Internet source.

Devising a learning plan
You can give the client additional help in the form of a motivational learning plan to guide the learner through the package(s) you have sourced.

ACTIVITY 2.6

Before proceeding, make a list of points which you might include in the plan.

Contents of a learning plan
A suitable set of features to be included in the learning plan is:

 * the overall learning goal
 * specific learning objectives which contribute to the learning goal
 * a deadline for completion of the learning
 * a schedule for learning
 * any support which the library staff have agreed to provide for the client
 * a specification of the responsibilities and involvement of any outside provider

The learning plan is best expressed in SMART (Specific, Measurable, Achievable, Realistic, Timebound) objectives. It need not be a complex piece of documentation. Often it can simply be a checklist.

This plan should be created with and agreed by the client. Usually it will be signed by both the client and a member of library staff.

The use of such a learning plan avoids confusion and can also be motivating to the learner. Where the client is returning to learning after a gap, or has had prior negative learning experiences, it can be helpful to break the learning into “bite sized chunks” and produce a series of shorter learning plans. Thus the client has a positive experience of successfully completing a small amount of learning which engenders a sense of achievement and spurs them on to further efforts.

Progression opportunities
An important role of the public library is to be a key player in lifelong learning. A positive learning experience provided by the library can lead to further successful progression for the client, in some cases into formal tertiary or workplace vocational education. The library user who enquires about opportunities to study Spanish language to further her career in retail sales may eventually undertake a university course in business and retail management.

ACTIVITY 2.7

Before proceeding note down how you might explore progression opportunities for a client.

Exploring progression opportunities
You could explore the following possibilities:

 * What has been the client’s experience with the learning undertaken so far? Have they enjoyed it?  What was particularly enjoyable or useful and what was less so?
 * Revisit the client’s original reasons for undertaking the learning. Are these motivations still the same or has the experience of learning awakened the client’s ambition to broader horizons?  It is not uncommon, for example, for a learner who has embarked on a short language package, with a view to being able to order food and ask directions on holiday, to be seized with enthusiasm and wish to carry on to GCSE or Standard Grade qualifications in the language.  Based on this discussion you can consider any or all or the following:
 * Is there a more advanced package on this topic available?
 * Are there packages on related topics to that being undertaken by the client?
 * Has the client come to the end of the possible informal learning on the topic and might now proceed to formal education?
 * Which further learning will further enhance the client’s job prospects after the present studies?

Of course, all of the previously mentioned sources of information on learning provision are useful to you not only in sourcing learning which is appropriate for the client’s immediate learning goals but also to suggest further learning options to the client, on completion of the initial learning. In other words, at its simplest, when you are sourcing learning material, you should always have your eye on the level above, to see how your client might further progress.

Concluding the learning experience
Hopefully the learning has been a positive experience for the client and they are interested in taking things further. But do not be discouraged if the client does not want to sign up for further learning immediately. It may be that the learning just completed has achieved all the client’s current goals and they wish to pause at this point meantime. This is a satisfactory outcome because you can be sure that a satisfied client who has found the package stimulating and relevant is likely to return to the library in future looking for advice and guidance on other learning.

Using in-house learning packs to develop ICT skills
Most public library services have a wealth of in-house learning packs whose aim is to develop ICT skills, ranging from beginner to advanced level. You should examine the packages in your library so that you are completely familiar with their content and level. This enables you to make the most informed choice when recommending a package to a client and to be absolutely confident that the client will benefit from it.

ACTIVITY 3.1

Select three in-house packages which develop basic ICT skills such as:

 * Using PC hardware
 * Using files and folders (directories)
 * Using the Internet
 * Keyboarding skills

Try out each of the three packages to evaluate:

 * Level (absolute beginner to expert user)
 * Duration (how many hours to work through whole package)
 * Approach (friendly to overly formal)
 * Ease of use
 * Presentation (is it attractive and encouraging for the learner?)

Front-line client support
When a client is using any ICT based learning package in the library, whether to develop ICT skills or for other learning, it is likely that from time to time some technical snags will arise.

You must be able to assist with straightforward trouble shooting e.g.: printing problems. We stress the word “straightforward”. There is no suggestion that you should possess sophisticated trouble shooting skills: this is the responsibility of ICT technical staff. Rather you should be acquainted with typical, straightforward difficulties which can arise and be able to suggest how these can be overcome.

Do be clear about the boundary between your responsibilities regarding trouble-shooting and when to call on the services of a technical professional.

You probably have had experience of this already.

ACTIVITY 3.2

Before proceeding, note down a few possible problems which may be encountered by clients using computers. (If this is outside your own experience ask colleagues to suggest computer problems they have solved for clients.)

Typical problems
Here are some of the problems you are most likely to encounter.

 * The monitor appears blank
 * After using the computer for some time, it ‘hangs’, neither keyboard nor mouse appear to operate
 * A client has difficulty reading off the monitor because the print is too small
 * Nothing comes out of the printer
 * The printer does not seem to use the whole of the sheet of paper and the layout is not the same as on the monitor
 * When saving data from an Office application like Word, the message comes up that the disk is full
 * The printer jams

ACTIVITY 3.3

Before proceeding, jot down any ideas you have about the help you would be able to give in each of the above cases. You can compare this with our suggestions on the following screens.

You will find that with experience and in discussion with your colleagues you will build up a fund of solutions for these types of problem.

Once again, as in Outcome 2, you must take full cognisance of any special needs of the client and offer appropriate technical support to address these.

Resolving problems
Some of our solutions are based on your ability to change computer settings. It may be that you do not have access rights to these and would need to contact an ICT professional.

Note that with the first two faults (monitor blank, computer hanging), if they require forcing an application to end or indeed resetting or restarting the computer, it will always mean any data not saved will probably be lost. It is important to explain this to the client.

It is even more important to explain before any incident occurs that data should be saved at regular and frequent intervals just in case something goes wrong!

The monitor appears blank

 * Check to see if the computer has gone to sleep by pressing the space bar on the keyboard.
 * Check that the monitor is switched on and connected to the mains, i.e.: is the power light illuminated?
 * Check that the monitor is correctly connected to the computer.
 * Check to see if the system works after the computer is reset or switched off at the mains and on again.

The computer hangs
Sometimes, after using the computer for some time, it hangs, and neither keyboard nor mouse appears to operate. If this happens you can try the following

 * Wait a while to see if the computer is performing some intensive task and recovers.
 * Try Ctrl-Alt-Del. If you are lucky it will bring up a Task Manager window which will show you which application is not responding and allow you to close down only that application.
 * Use the reset button to restart the computer.
 * Switch the computer off at the mains and then on again.

A client has difficulty reading off the monitor because the print is too small

 * If this is confined to a particular application, it is usually possible to adjust the zoom setting. If this does not appear in a box near the top of the window, it will be found in the menu system under View: Zoom or View: Text size.
 * If this applies to everything on the monitor, then, if you have access rights, you can change the monitor settings. Right click with the mouse on the desktop, choose Properties from the resulting menu, choose the Settings tab from the dialogue box, reduce the Screen resolution setting and OK.  Unfortunately, the lower the screen resolution, the less can be displayed on the monitor.  This often results in an uneasy compromise for people with problems with their sight.

Nothing comes out of the printer

 * Check that the printer is switched on and connected to the mains, i.e.: is the power light illuminated?
 * Check that the printer is correctly connected to the computer.
 * Check that the printer has paper in it.
 * Check the ink supply.
 * Try printing a test page.
 * Check the print settings in both the operating system and the application to see that the computer is looking for the correct printer and that the correct size of paper has been selected and that manual/auto (as appropriate) is chosen.

Print layout is incorrect
Sometimes the printer does not seem to use the whole of the sheet of paper or the layout is not the same as on the monitor.

 * When using a word processor like Word, it is possible to set the paper size in the application. However there is also a setting for the printer itself.  If these two settings are different, then the output will not appear correctly on the page.  The driver for a newly connected printer may default to US legal for the paper size.  It is normal to use A4 in this country and applications will use this as default.  Go to the printer properties and check the paper size.  Start: Settings: Printers: right click on the printer concerned, choose Properties and select the Device settings tab.

The disk appears to be full
Sometimes, when saving data from an Office application like Word, a message comes up that the disk is full.

 * It may be that the client’s floppy disk or pen drive is full. This is quite likely for any sizable word-processed document especially if it contains graphics or other embedded items.
 * A fault condition can arise concerning interaction between the application and the operating system which results in a false reporting of the disk full error. This is irretrievable and requires the computer to be rebooted.  If the client will lose a fair amount of unsaved data, it is worth opening a new document and copy and pasting from the original to the new document and then trying to save that.  You may be lucky!
 * A similar problem can occur regarding the computer running out of memory. Again only rebooting the computer will correct the situation.

The printer jams

 * There is no universal solution for this problem as each printer has its own unique mechanism. The best you can do is to familiarise yourself with the various types of printer in your library and how to un-jam each.

Referring clients to sources of support external to library
Where no suitable in-house packages are available, you will need to refer the client to external sources. These are likely to be hands on, practical courses from local providers. The knowledge of local provision outlined under Outcome 2 will enable you to suggest appropriate referral agencies.

ACTIVITY 3.4

Before proceeding, make a list of the types of packages which are not available from your library service and would need to be sourced from outside.

External sources of support
As in Outcome 2 you will find ICT skills packages in the locality from:

 * Schools
 * Colleges
 * Universities
 * Private trainers
 * Local learning partnerships
 * Community learning
 * Voluntary organisations, e.g.: Workers’ Educational Association

ACTIVITY 3.5

Here is an exercise to increase your familiarity with sources of ICT skills materials outside the library service.

Choose four of the types of provider given in the preceding list. For each, find the organisation’s website. Locate at each two different ICT skills packages being offered. Note any differences between the packages at the different organisations.

You should repeat this exercise for ICT learning packages available over the Internet from providers outside your own locality.


text:
Applications of ICT in Libraries/Using ICT in Professional Practice

This page is designed for the use of students undertaking the Level 7 PDA (Diploma ICTL) or the Level 8 PDA (Advanced Diploma ICTL) in Applications of ICT in Libraries.

These qualifications were developed by the Scottish Library and Information Council (SLIC) and are validated by the Scottish Qualifications Authority (SQA)

Using ICT in Professional Practice is a core unit in both the Diploma and Advanced Diploma programmes.

Information regarding the background to the courses, content and certification opportunities can be obtained by following the Level 7 (Diploma ICTL) or the Level 8 (Advanced Diploma ICTL) links.

You will have received on-site training allowing you to develop specific operational knowledge of your library management system. This might have been provided by the supplier, the systems manager or other library staff.

In some cases your job role may not allow you to get practice in all of the operations we describe in this Outcome. If this is the case, you must at least understand what is going on and see demonstrations of the operation. As an example, relatively few staff may actively add new items to the catalogue but it will help your understanding of the operation of the system as a whole if you can observe new items being added.

You should know where to find information or instructions on procedures relating to the use of the library management system. If necessary you can create some “crib guides”.

ACTIVITY 1.1

You should have a good knowledge and understanding of the system and its workflows. As an exercise, taking a typical item, such as a work of fiction, draw up a flow chart which lists what happens at each stage from stock selection, through the ordering and acquisitions process, to the point when the item is made publicly available and is visible on the catalogue.

Borrower information
The two main elements in an automated system are the borrowers and the stock items. The basic information held on the borrower, apart from name, is address and contact details. There are usually several classes of borrower.

ACTIVITY 1.2

Before proceeding, jot down the different classes of borrower you are aware of, and what the key differences are between them as far as the automated system is concerned.

Types of borrower
The main categories of borrower, common to most public libraries, are:

 * adult
 * teen
 * junior
 * concession (e.g.: senior citizen, person in receipt of benefits)
 * disability (e.g.: visually or hearing impaired)
 * housebound
 * temporary (e.g.: transient worker)

You may have noted others.

The key differences are likely to be:

 * limits on the type of items allowed, e.g.: junior borrowers may not borrow adult stock without a parent's permission
 * different loan periods for different categories of borrower, e.g.: no limit on length of loan period for borrowers with disabilities
 * the scale of fines may vary with the different classes of borrower, e.g.: no fines for concessionary borrowers.

Registering and removing borrowers
The precise details of registering and removing borrowers can vary significantly depending on the system in use at your location.

ACTIVITY 1.3

Note down the steps you need to go through to:

 * register a borrower with the system.
 * remove a borrower from the system.

In addition to the borrower details which are permanently on the system, it may be necessary from time to time to add a temporary message to alert members of staff to something connected with a particular borrower. Some of these messages may be added automatically by the system. Typical would be information about money owed by or due to the borrower.

Staff will also be able to add specific messages.

Before proceeding, jot down some examples of messages which you might wish to add about borrowers.

Messages about borrowers
You might want to ask for some of the borrower data to be verified, e.g.: if you have tried unsuccessfully to contact the borrower by telephone, you could add a note asking for the telephone number to be checked. Other data which sometimes changes (and borrowers neglect to inform the library) are home address and e-mail address.

Messages could be of a more personal nature “Mrs Jones left her umbrella in the library on her last visit. It is in the lost property cupboard.” Or “Tell Mr O’Neill that we have got some good new stock in about the Atkins diet.” With these sorts of messages, do be careful to keep them factual. Data protection legislation means that borrowers are entitled to read any information stored in a computer about themselves.

Remember to delete these messages once they are no longer applicable. Mr O’Neill will be pleased to be told once about the Atkins diet books but he will not appreciate being reminded of them on every visit to the library!

The circulation module
Issuing and discharging items of library stock using an automated system is usually quick and straightforward. Sometimes the system will indicate a complexity in the transaction, e.g.: you are prevented from issuing an item to a borrower. Although in almost all cases the system will supply you with correct information regarding the status of the borrower and their borrowing activities, the underlying reasons may not be displayed on the screen.

However, you have to be able to explain the actions of the system to the borrower. This requires both an excellent understanding of the library authority rules (which guide the system) and the ability to access quickly the required screens of the system to find the reasons for the system's decisions.

You should have a good understanding and have had practice in the main operations of the circulation module of the system.

Issuing items

This is the basic action of entering the issuing details, i.e.: borrower and item barcodes on to the system.

Before proceeding, jot down problems that may occur with this task.

Problems with issuing
We can think of several problems, such as:

 * With self-issuing systems, where the borrower is able to carry out self-issue over the Internet, borrowers, especially if they are inexperienced in doing this, can easily make a mistake.
 * The system indicates that the borrower's lending limit has been reached.
 * The borrower would like at this point to know which other items they have out on loan.
 * Different classes of items may have different loan periods, e.g.: DVDs may need to be returned within three days. Certain types of book may be lent for only one week instead of the general three weeks. The system may prompt you about this but you have to remember use the correct date stamp on the item.

You must be able to deal with these situations and be aware of relevant library policies so that you can communicate quickly with the borrower and explain the reason for any problems.

Discharging items
Most automated systems allow items to be discharged by entering only the item barcode. They do not require borrower information to be entered. This makes discharging items a simple and fast operation. However, additional steps are sometimes required.

Before proceeding, jot down problems that may occur when discharging items.

Problems with discharging items
We can think of several potential problems, such as:

 * The returned item is damaged. This must be shown on the system and the book sent for repair or disposal.
 * The returned item is subject to a request by another borrower or an inter-library loan. The system will prompt on this and you must follow reservation or ILL procedures.

Other circulation tasks

 * Renewing items: this is a variation on the issuing procedure. However, it may be a renewal over the telephone.  This requires you to manually input the details into the system.
 * Reserving Items: make sure that you are familiar with the steps you must carry out on the system to input a reservation.
 * Overdues: most automated systems generate overdue notices automatically and the screen will show any fine incurred by the borrower at the point of return of the item.
 * Charges and Fines: reservations often require charges to be made to the borrower. Charges may also be made for interlibrary loans.  The other common financial transaction is related to fines for late return of items.

ACTIVITY 1.4

Make a list of the charges your library make to borrowers which must be administered via the library's automated system.

Data provided by the circulation control module of the automated management system can make a significant contribution to the successful management of stock. Used properly, the system can provide data on usage for managers to support their decisions in areas such as stock selection policy, opening hours, staffing levels, distribution of stock and information for statutory and local performance indicators. A particular use of the library management system is in monitoring the performance (levels of issuing of resources) of existing stock.

The acquisitions module
Once new stock to be purchased for the library has been selected (the selection process is covered in outcome two of this unit) the automated system plays a prominent part. Although details will differ, there are three clear steps - ordering, receipting and invoicing. The system then will allow the acquisitions process to run, using its Reporting Systems and Order Transmission.

ACTIVITY 1.5

Find out the procedures for placing and receiving stock orders on your automated library system and how this interfaces with the system's monetary reporting facility.

The above are the procedural steps. However, the automated system is equally powerful in aiding the acquisition process when it comes to financial control.

The acquisition of new items for your library stock is governed principally by an acquisitions policy. Different library authorities will have different methods but the following is the basis of the process:

 * The total level of resources available for the library service as a whole is set.
 * Priorities for spending are agreed.
 * The total budget is then broken down across the various budget headings, e.g.: fiction, non-fiction, DVDs, allocations to different branches etc.
 * Budget holders are informed of their budget allocation and acquisitions may proceed.

It is important that you clearly understand the boundaries of your personal authority within the ordering of any stock selection process. You may be permitted to place orders or this may only be done by a more senior member of staff. Know what responsibility you have and your accountability for actions within your remit.

Clearly the whole process of acquisitions is based on the availability of funds to enable the purchase of new stock items. Thus, there is always a very clearly defined method of deciding how much money can be spent on the various types of new stock item.

The joy of an automated system is that it can give really hard data to inform the acquisition process. It will give the spending situation under the various budget headings. This includes both the projected and the actual spending to date. Although you may not need to access this management information, it is important for you to realise that you have a vital part in this. You must always enter order information accurately to ensure the system has the correct data for its calculations.

Of course there is also non-financial information in the data. For instance, it can also give information on the performance of the various suppliers used by the library. This allows the library managers to select the best performing suppliers for future orders.

The cataloguing and stock management modules
A library catalogue has two main functions:

 * 1) it is a record of the items which comprise the library stock
 * 2) it allows people to seek out suitable items they wish to use

The first appearance of automated systems in libraries related to automation of the library catalogue. In the late 1960s computers became powerful and available enough to allow libraries, particularly academic libraries, to embark on ‘computerising’ their catalogues. It is easy to see why this was more attractive than going for the circulation system first. Users could use searching techniques to find book titles by keywords. Networks were beginning to appear so that it became possible to search for titles in other libraries remotely. You must compare this with the position up till this point of using paper or card indexes to find a book only by its author or subject.

From the user's point of view the cataloguing module of the automated library system is the most powerful and useful part of it. Of course the user has to learn how to use it to advantage, as indeed do those who work in the library.

The advantages of automated catalogues
The advantages of automated catalogues are twofold:

 * 1) They permit sophisticated searching of the library stock.
 * 2) They link to the circulation control system so that not only can a borrower ascertain that the library service holds a particular item, they can also see its loan status at the time.

The search facility of the catalogue module is very flexible. It will allow searching for items on author, title, accession number as well as classification. However its greatest power for users is to search on subject keyword or word in title. You will no doubt have to demonstrate this feature to keen users of your library.

In your administrative work related to the catalogue, i.e.: stock management, you are most likely to be locating items whose details are known. You will be searching on author, title or accession number. Having found the item, you may need to withdraw it, thus deleting its entry in the catalogue.

ACTIVITY 1.6

Note down the procedure to withdraw an item from the catalogue module of the automated library system.

Withdrawing items
Although the basic deletion process is very simple, there may be complications. The system may require a special procedure if it is the last remaining copy of a book, or if it is an item forming part of a special collection. Clearly your library will have its unique rules for this type of matter.

ACTIVITY 1.7

Ascertain the policy in your library if an item being withdrawn is shown to be the last copy of this title held within the library service.

Adding items
You also need to understand how resources are added to the catalogue. In some library services, library staff undertake much of the work related to cataloguing and classifying items to be added to stock. In many other services this is done automatically using records from the supplier or downloaded from elsewhere during the order process. However, even here, with certain items, such as donations to the library, it may be necessary to create a new record and enter all its data manually.

ACTIVITY 1.8

Note down the procedure to manually add an item to the catalogue module of the automated library system.

Of course, having found the item after successfully searching the catalogue depends on knowing the layout and organisation of the particular library. The catalogue entry will include a shelf mark.

Before proceeding, note down how fiction items are arranged in your library.

Shelving items
Fiction is usually arranged by author surname in alphabetical order. Then, within any one author, by title. Where no author exists, the editor's surname or title is used alphabetically.

A popular method of shelving fiction is by the use of genres. Essentially a set of genres are decided upon, e.g.: crime, fantasy, science fiction, romance and the books are labelled correspondingly and placed on the shelves in their appropriate genre. The catalogue entry will indicate this.

Non-fiction is usually shelved by subject according to the local classification system. Here too genres may be used, e.g.: libraries frequently group all biographies together.

Whichever methods are used, stock items are always organised according to agreed principles by libraries in order to aid the swift retrieval of resources either physically from the shelved collection or virtually from the library catalogue.

Inter Library Loan module
You should be familiar with the steps associated with the ILL process.

It may be that the borrower has a specific item in mind, in which case you must get a precise description of the item.

What information about a book would you ideally wish to have before placing an ILL request?

To satisfy the British Library ILL form, a considerable amount of information is required, indeed the full bibliographic details. In the case of a book, these are the following:

 * Author
 * Title
 * Year of publication
 * Edition
 * ISBN
 * Publisher & place of publication
 * The source of the reference

And remember you also need to record the name and contact details of the borrower.

If, as is likely, the borrower cannot supply you with full bibliographic details of the item being requested, you will need to ascertain these using appropriate bibliographic tools.

It may be that from the nature of the borrower request (they cannot find an item to satisfy their quest) you may need to follow the reference interview process, described in Unit 1 so that you have a clear definition of the subject area required by the borrower.

Inter Library Loan procedures
Before embarking on the ILL procedure, it is always worth double-checking your own library catalogue to verify that the requested item is not actually in your stock. If it is not, your library service will have procurement procedures and appropriate ways of securing the item. For example, this might be purchasing the item, instigating an internal ILL or carrying out an external ILL.

ACTIVITY 1.9

Check out your library authority's procurement procedures for securing an item which might be subject to an ILL.

Let us assume that an ILL will be required. The automated library system will allow the following steps to be carried out:

 * The initiation of an ILL request
 * Tracking the progress of an ILL request
 * Informing the borrower of the arrival of an inter-loaned item
 * Issuing the inter-loaned item
 * Discharging the inter-loaned item
 * Recalling an inter-loaned item
 * Recording the return of an inter-loaned item to its home library

Using Inter Library Loans
You should be familiar with all aspects of the Inter Library Loan system in use at your own location.

ACTIVITY 1.10

Make yourself familiar with the Inter Library Loan module of your automated library management system for:

 * Initiating an ILL request
 * Monitoring progress of an ILL request
 * Carrying out internal ILL procedures for issue, discharge, recall of ILL items to client
 * Carrying out procedures for receipt of and return of ILL item from/to home library.

You will find that the rules governing the use of ILL items will vary from those for stock items found in your own library. It is important to be aware of these conditions and to be able to explain them to the borrower.

Before proceeding, jot down some points which you think might be different for ILL items.

Rules governing Inter Library Loans
Three important points are as follows:

Costs: your library may make a charge, thus passing on some of the ILL cost to the borrower, e.g.: fines for late return - there are additional penalties for non-return of British Library items within loan period.

Timescales: you will need to give as accurate as possible an estimate of the time taken to secure the item. Also the period of time that the borrower can hold the item may be different from the loan period for similar items in your own library stock.

Restrictions on use: it may be that the item may only be consulted within your library and not borrowed. There may be photocopying restrictions on the item.

Criteria for stock selection
Although you may not be responsible for the selection and acquisition of materials for your library, you may contribute to the identification of appropriate materials for the service. You certainly need to understand the principles of stock selection for public libraries.

Before proceeding, jot down the information you think you would need to make decisions on which stock to purchase.

Selecting stock
The two main drivers in stock selection are the current demands of the borrowers and the current stock available.

The current demand has to be audited. This is relatively simple when an automated library system is being used. In fact, it is possible to be overwhelmed by the available statistics from an automated system. So a careful approach is required in deciding which categories, fiction genres and authors to run statistics on.

This information on borrowing can be compared with the current stock provision. Broadly speaking there should be a match between the two. Thus looking at the detective genre, if the books by two popular authors show a great disparity such that the books by author X are on loan five times as much as author Y, there may be a good case for purchasing more copies of the books by author X.

Before proceeding, think of circumstances where this may not be valid

Factors affecting demand
It would be important to take into account any reading promotions carried out by the library on author X. Another factor might be that author Y's books are shelved in an inaccessible place. Perhaps X's books are paperback and Y's are hardback and your borrowers prefer the paperback format.

The conclusions on the previous page are made under the assumption that the stock levels, display methods and format are roughly the same for both authors

You also need to be aware of reading promotions external to your library which might drive a boom in borrowing books by author X. Although it may still be valid to increase your stock because there is a genuine and sustainable increase in interest in reading author X as a result of rave reviews on a television arts programme, you do need to question the sustainability. You do not want to be left six months later with a shelf full of author X's books which are no longer being borrowed.

Before proceeding, think of other reasons for choosing items for stock apart from balancing stock and demand.

Additional criteria for stock selection
Apart from this balancing of stock and demand, we think that the following points will drive stock choice.

Gaps in stock which need to be filled. Obvious examples are new novels by favourite authors, or earlier novels which have never been in the stock of the library. There will also be a need for replacement copies due to poor condition or because material is out of date in the case of reference items for instance.

There will also be some form of stock development plan for your library. This may cover the need for more diverse formats, including non-book resources, as well as new directions of book materials.

ACTIVITY 2.1 Note down the stock development plans for your library. If necessary ask other library colleagues.

All the above points go to making up the stock selection policy for your library. From this policy, it is possible to identify criteria for selection of new stock items.

It is now possible to use online selection tools to find possible new items and assess them against the agreed stock selection criteria.

Online library catalogues
Of the possible ways of finding suitable material for stock selection, the use of online library catalogues of other libraries has the advantage that the materials ought to be properly catalogued and so easy to find using keywords.

QUESTION TextEntry1: Online library catalogues

This ability to search other library's catalogues is increasingly possible because it is becoming commonplace for libraries to have catalogues which can be searched via the Internet. The UK Public Libraries Page is a useful resource, linking to the web-available catalogues.

http://dspace.dial.pipex.com/town/square/ac940/weblibs.html

Some services combine together the catalogues of several libraries. A single-search interface is used to cross-search multiple catalogues in a single search action. In Wales there is CatCymru which enables the searching of library catalogues across all public, FE and HE libraries in Wales

ACTIVITY 2.2 Go to the UK Public Libraries Page and find examples of public library services with combined catalogues. (There are several examples of this.)

Combined catalogues
Some websites combine catalogues of collections with a common theme. Here are some more examples of catalogues to explore:

 * British Library		http://catalogue.bl.uk
 * Northern Ireland		http://www.ni-libraries.net/library-card/library-catalogue/
 * CatCymru	               http://library.wales.org/catcymru/
 * Birmingham		http://www.birmingham.gov.uk/libcat

Differences between catalogues
The catalogues we looked at on the previous page vary in the details they provide and in the range of functions which can be performed. They do however offer the opportunity to trace resources. Here you are using the existing systems for inter-library loan as a helpful way of allowing library staff to view each other's collections.

Some services may have automatic links to bibliographic service providers such as Talis or subscriptions to services such as Whittaker's Books in Print.

ACTIVITY 2.3 Go to the Northern Ireland catalogue https://opac.librariesni.org.uk/ and search under author for Dan Brown's “The Da Vinci Code”. Look through the list and select the correct author. Follow the links and note that you can clearly see format, availability and reserve the item online. Compare this to the information available for the same book from your service.

QUESTION TextEntry1:

Publishers’ and booksellers’ websites
The most obvious place on the Internet to look for new stock items is of course the library booksellers’ and publishers’ websites. These companies aim to sell the items and so one would expect that they contain the most up to date information on things like prices and publication dates for the items.

Before proceeding, think of other more negative points about the use of such websites.

Negative aspects to commercial sites
Well, you have to bear in mind that publishers and booksellers have a commercial imperative and thus the content may be biased or might not provide full information.

You must exercise caution when using these websites to select material and you must therefore ensure that any selected materials do properly match the agreed selection criteria.

Example sites
Here is a small selection of useful sites:

 * Askews				http://www.askews.co.uk/site/default_askews.asp
 * Bertram Library services		http://libraryservices.bertrams.com/BertramLibraryServices/
 * Booksellers Association		http://www.booksellers.org.uk/
 * Scottish Bibliographies Online	http://www.scotlandsculture.org/sbo/sbo.htm
 * Welsh Books Council		http://www.cllc.org.uk/
 * Books from Scotland		http://www.booksfromscotland.com

ACTIVITY 2.4

Go to the Harper Collins website (http://www.harpercollins.com) and follow links from the home page to New Releases, Forthcoming Titles and Best Sellers. Look for a favourite author in these sections and note the information you can find about the author, forthcoming events, full list of titles in print, range of formats titles are available in and links to author's websites. NB: You can also register for an author tracker facility and to find out about new writing.

Services offered
Some of the websites offer a range of sophisticated services – pre-publication ordering facilities, EDI (Electronic Data Interchange) information, download facilities of MARC (Machine Reading Catalogue) records and tracking systems for current orders.

ACTIVITY 2.4

Choose one of your own library suppliers, view their website and make a note of the services apart from straight forward sale of items which they provide. Find out how well they integrate with your automated library management system. You may find it useful to ask your colleagues about this.

Online reviews and personal evaluations
The Internet provides a great potential for reviewing potential new stock items. There are many websites which will provide this sort of service. An obvious choice is the bookseller Amazon

However, there are many others’ including sites linked to newspapers. Here are some examples:

 * The Guardian book review site 	http://books.guardian.co.uk/reviews/
 * The Independent book review site	http://www.independent.co.uk/arts-entertainment/books/reviews/

Before proceeding, think of more negative points about the use of such websites.

Negative aspects of online reviews
You have to treat reviews which have been posted on the Internet with some caution. They often include only part of the entire review and the views of the individual reviewer are unlikely to have been through a rigorous editorial process, unlike print journals.

It is also possible to review extracts of audio/visual materials using the Internet, again candidates should return to the stock selection policy for guidance prior to purchase.

ACTIVITY 2.4

Go to the Guardian's website http://books.guardian.co.uk/reviews/ and compare one of the reviews with the book blurb on the publisher's website or another review on the same title. Look at style, content, detail and overall conclusion of the reviews with a view to their helpfulness within stock selection.

Discussion lists
Online discussion lists (sometimes called groups, newsgroups or forums) are the Internet version of electronic bulletin boards, popular among computer users long before Internet. A user can post comments on a topic and other users can respond. Messages are visible to all members of the group and some services provide extensions such as file storage and calendaring. The original newsgroup service, Usenet, is now available via Google Groups (http://groups.google.co.uk). Other services include Jiglu (http://www.jiglu.com/) and Yahoo Groups (http://groups.yahoo.com).

Discussion lists are a useful tool for both individual professional development and solving specific problems. Lists work in the following way. You have to sign up as a member, giving your e-mail address. Any of the members can send in an e-mail with information of interest to the group or a question. All these e-mails are forwarded automatically to all list members. This usually generates a flurry of helpful responses.

Some lists are moderated so that the e-mails are only posted after they have been vetted. For the lists you use, you should be aware which are vetted and which allow e-mails to be sent instantaneously.

We can classify discussion lists into three broad categories:

 * professional discussion lists run by or for the professional library bodies
 * government or local government sponsored lists
 * ad hoc lists run by interested people or groups.

Professional discussion lists
JISC mail (the service provided by the Joint Information Systems Committee) is one of the key providers of discussion lists and has a number of public library, special interest and library profession groups. The home page is http://www.jiscmail.ac.uk/. You can search for different lists based on topic and there are many related to libraries.

You can see a list of library categories on this page:

http://www.jiscmail.ac.uk/mailinglists/category/Library.html

Three specific examples of lists which can be used for professional matters by library staff are:

 * LIS-PUB-LIBS: is a forum for discussion of issues relating to UK public libraries. See the joining page at: http://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=lis-pub-libs
 * LIS-SCOTLAND: is a forum for discussion of issues relating to Scotland. See the joining page at: http://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=lis-scotland&A=1
 * LIS-Wales: is a forum for discussion of issues relating to Wales. See the joining page at: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=lis-wales

CILIP has a range of professional discussion lists which are targeted at supporting members of library staff who share particular professional interests or working environments. Visit http://www.jiscmail.ac.uk/mailinglists/category/Library.html to browse the library discussion lists (you can search for the CILIP sponsored discussion lists using 'LIS-CILIP').

ACTIVITY 3.1 Select an appropriate online discussion group on a subject that interests you e.g. information literacy, youth library work or mentoring. Join a group (you will find more at http://www.jiscmail.ac.uk/mailinglists) and read some of the recent discussions.

Government sponsored lists
Non-library-specific discussion groups, such as those run on local authority websites or the websites of other agencies may also be useful. An example is the Welsh Assembly Government which offers a range of consultation and discussion forums (you have to register to access the forums):

http://wales.gov.uk/?lang=en

ACTIVITY 3.2

Search the Internet for a discussion list for your geographic area, perhaps run by your local authority.

Ad hoc groups and lists
There is a range of commercial service providers such as:

 * Yahoo Groups	http://uk.groups.yahoo.com/
 * Jiglu           http://www.jiglu.com/
 * Freeboards      http://www.freeboards.net/main.htm

They provide discussion groups (lists) free of charge. These offer simple, alternative ways to start discussion lists for groups, e.g. Community Services Group (Scotland) at: http://groups.yahoo.com/group/csgscotland/ Of course this also means that you can also easily set up a group to discuss any topic you choose. This approach can allow you to share ideas in the professional field.

Social networking websites have a huge potential for useful exchanges of news, information and ideas. Many of them have established areas for library interests. The main problems are the quality of the content and access from within local authority firewalls. Here are some sites to look at, if you can access them.

 * CILIPS		https://twitter.com/CILIPScotland
 * CILIP South East Branch Flickr	http://www.flickr.com/photos/cilip-se/
 * CILIP Career Development Group Facebook 	http://www.facebook.com/group.php?gid=2421438148
 * Welsh libraries blog		http://libalyson.wordpress.com/
 * Del-i-cious
 * Scottish libraries blog		http://scottishlibraries.wordpress.com/
 * Scottish Library and Information Council		http://www.scottishlibraries.org/ which incorporates a range of web 2.0 tools. Guidance on using web 2.0 in a library and information service context have been published and are interesting reading.

ACTIVITY 3.3

Taking any one of the three group providers mentioned above, explore how to set up a group for your own use.For all three use the group index or search system to find groups related to library work.

Professional websites
You should be familiar with and able to access a range of key professional websites to support you in your professional practice.

Before proceeding, jot down any websites you can think of which fall into the above category.

Types of professional website
The websites you have listed are likely to fall into one of three categories:

 * Websites of the strategic agencies
 * Websites of professional associations and special interest groups
 * Websites of local agencies

Websites of the strategic agencies
Each of the 4 UK home nations has its own strategic agency for libraries. These are:

 * Arts Council England	http://www.artscouncil.org.uk/what-we-do/supporting-libraries/
 * Scottish Library and Information Council (SLIC)	http://www.scottishlibraries.org/
 * Museums Archives and Libraries Wales (CyMAL)	http://www.cymal.wales.gov.uk/
 * Library and Information Services Council (Northern Ireland) LISC(NI)	http://www.liscni.co.uk/

ACTIVITY 3.4 Look at each of these 4 websites and compare the information given.

Websites of professional associations and special interest groups
All professional associations have websites. These usually comprise pages which can be accessed by anyone plus further sections which are available only to members who use a password to access them. The main professional association in the library field is the Chartered Institute of Library and Information Professionals (CILIP) at: http://www.cilip.org.uk/

Many relevant special interest groups have websites. These can be particularly useful as they often act as portal sites, collecting links to other websites based on the same or similar topics. Examples are:

 * CILIP Multimedia Information and Technology Group	http://mmitblog.wordpress.com/
 * The Historic Libraries Forum	http://www.historiclibrariesforum.org.uk/
 * International Association of Music Libraries, Archives and Documentation Centres http://www.iaml-uk-irl.org/

Websites of local agencies
You should also be aware of the importance of the contents and functions of your own local authority website and local intranet.

Simple client enquiries made at the library counter or over the telephone can often be answered from these sources and it is useful to be well informed regarding content and layout so that site navigation takes the minimum amount of time.

ACTIVITY 3.5

Spend some time making yourself familiar with the website run by your own local authority.

Online professional journals
Online journals offer a readily accessible and searchable source of professional information. Some are freely available but others operate on a subscription basis. Examples are:

 * CILIP Update	http://www.cilip.org.uk/publications/updatemagazine
 * CILIP in Scotland	http://www.cilips.org.uk/
 * Journal of Information Literacy http://ojs.lboro.ac.uk/ojs/index.php/JIL

CILIP members enjoy free online access to the Journal of Information Science and Journal of Librarianship and Information Science from the CILIP website.

ACTIVITY 3.6 Look at the latest issue of CILIP Update at http://www.cilip.org.uk/publications/updatemagazine Familiarise yourself with the layout and content. Is there anything in this issue which is of interest to you in your current job role?

You should get into the habit of regularly checking on-line journals to gather information and ideas which are relevant to your own continuing professional development.

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