Collaborative, Creative, Participative: Trends in Public Library Innovation

2019 ◽  
Vol 38 (3) ◽  
pp. 331-347
Author(s):  
Kirstie Nicholson
IFLA Journal ◽  
2012 ◽  
Vol 38 (2) ◽  
pp. 148-165 ◽  
Author(s):  
Monika Elbert ◽  
David Fuegi ◽  
Ugne Lipeikaite

This paper presents a methodology and preliminary results of a study to research perceptions of stakeholders and the public towards public libraries in six African countries. The study is closely linked with the EIFL Public Library Innovation Program, which awards grants to public libraries globally to address a range of socio-economic issues facing their communities, including projects in Kenya, Ghana and Zambia. The goal of the study is to understand the perceptions of national and local stakeholders (municipalities, ministries, public agencies, media, etc.) and the public (including non-users) in public libraries in Ethiopia, Ghana, Kenya, Tanzania, Uganda and Zimbabwe about the potential of public libraries and to understand how these stakeholders could best be positively influenced to create, fund, support or to use public libraries. As far as it is known, surveys of this kind have not been done in African countries so the paper acquaints the audience with the field, which has not been explored, and provides background for increased library advocacy in Africa.


1979 ◽  
Vol 1 (3) ◽  
pp. 251-257
Author(s):  
Gary E. Strong

2011 ◽  
Author(s):  
Christoph Holsche ◽  
Ruth Conroy Dalton ◽  
Martin Brosamle

Author(s):  
Galina Kuzichkina ◽  
Alexander Mazuritsky

The authors discuss the problems of library and information education. The lack of a single system of life-long education in the library industry is stressed. The Model Standard of Public Libraries as a reference point for education reinvention is analyzed. The main vectors of public libraries activities defined in the Model Standard are considered, along with the desirable professional competences. The ratio of the libraries’ main tasks and functionalities and the professional education is examined.


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