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5856 results in Facet Publishing

Page 256 of 293

  • 11 - Sparking Flickrs of insight into controlled vocabularies and subject searching

  • from Part 3 - Library 2.0 and IL in practice 75
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Meets Library 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 March 2008, pp 117-124

  • Summary

    I shall also call the whole, consisting of language and the actions into which it is woven, the ‘language-game’.

    (Wittgenstein, 1967, 5e).

    Introduction

    Flickr, created by Ludicorp and currently owned by Yahoo!, is one of the most popular photo-sharing applications on the world wide web. Flickr (www.flickr.com), enables users to upload their photos into online galleries. Flickr users describe their photos through image tagging, a natural-language process in which users can ascribe any combination of words or phrases to photos in order to make them retrievable. This chapter describes an information literacy instructional activity in which the tagging capacity of Flickr helps students learn the distinctions between natural and controlled vocabularies as well as the potential advantages of subject searching. We have used the Flickr activity to enhance information literacy classes, in the hope of moving beyond merely technical database training sessions to deeper learning experiences that allow for a rich discussion of metadata, vocabularies and searching by subject heading. By participating in the Flickr activity, students discover that ‘Googling’, or searching strictly by keyword, is not always an ideal research strategy. Because of the Flickr activity, students have been able to get a sense of the richness and precision possible through searching by subject heading or the controlled vocabularies of database thesauri. We begin our case study by briefly situating the tagging activity within the context of library patrons’ historical tendencies to search by keyword rather than by subject heading or other controlled vocabularies.

    Instructional context: the difficulties of teaching and learning how to search by subject

    Subject searching – that is, navigating the library catalogue's controlled subject headings or a database's thesaurus terms, rather than searching solely by keyword – is difficult to master as a concept, let alone as a skill. Our central proposal here is that today's popular social web tools, particularly photo sharing applications, can serve librarians very well in their efforts to teach controlled vocabularies and subject headings in an effective and engaging way. To begin, however, this chapter introduces some of what librarians know about users’ experiences of subject searching.

    There is a body of research that endeavours to measure and interpret patrons’ long-standing struggles with subject searching. Such research began soon after online catalogues were introduced in the 1980s.

  • 13 - Going Beyond Google at The Open University

  • from Part 3 - Library 2.0 and IL in practice 75
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Meets Library 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 March 2008, pp 133-138

  • Summary

    The explosion in Web 2.0 tools, the number of blogs, and the increase in MySpace pages are stark indicators that the environment in which information professionals are operating looks very different from the way it looked as recently as two years ago. At the Open University (OU) Library we have responded to these changes by producing a new course, TU120 Beyond Google, in collaboration with academic colleagues from the Faculty of Technology.

    Background

    Between 2002 and 2005 the OU offered a course called U120 MOSAIC (Making Sense of Information in the Connected Age). Beyond Google started life as a suggestion for an updated version of U120. However, it quickly became clear that what we had intended as a relatively straightforward ‘refreshing’ of the U120 content wasn't appropriate given the marked changes in the information landscape. Beyond Google includes more typically ‘academic’ content, rather than revolving around skills development, which had been our focus with U120. It was inevitable, then, that the course should feature some of the Web 2.0 tools that are becoming part and parcel of our interactions with information. We have, however, tried to take a holistic view, where the tools are inseparable from the skills, and have been able to introduce students to a range of Web 2.0 technologies as a result.

    Beyond Google sits within the OU's Relevant Knowledge programme, which includes other short courses on such diverse topics as digital photography and computer security. The course is worth ten points at level one (entry level). Given the subject matter, it is also entirely online, with support provided by a team of moderators via a system of online forums. The course runs over ten weeks twice a year, in October and May. One considerable benefit of working within the OU's course production system is the luxury of teaching time. A short course at the OU lasts 100 hours over ten weeks, as opposed to the 45 minutes many of us are used to when meeting students at induction. This has given us opportunities to explore technologies and develop activities that we had not previously been able to consider, not least of which is persuading students to explore the possibilities of search beyond search engines, hence the course name.

  • 6 - Engage or enrage: the blog as an assessment tool

  • from Part 3 - Library 2.0 and IL in practice 75
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Meets Library 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 March 2008, pp 77-86

  • Summary

    In November 2006, 66 students at the University of Northampton, UK, embarked on an information blog assessment, created by library staff to teach information skills. This chapter is the story behind the assessment: the assessment brief, the reactions of students, the impact on tutors and our various successes and failings as we journeyed towards the final deadline day of 7 May 2007.

    The assessment brief

    A significant feature of the information blog was its integration as a summative assessment into a first-year information skills module offered by the University's business school. The module curriculum was delivered by academic librarians and business school academics. It included 13 weeks of lectures and seminars dedicated to topics such as censorship, web usability, information management, search strategies, evaluating information, Web 2.0, and the information society. Using Blogger (www.blogger.com), the students were asked to write a minimum of ten blog posts of around 250 words reflecting upon the range, quality, reliability, effectiveness, delivery and organization of the information they encountered on a daily basis. They were instructed that their blogs should be evaluative and analytical. From 20 November 2006 to 7 January 2007 the students were given the chance to experiment with their blogs and tutors gave formative feedback, while the summative period ran from 8 January 2007 to midnight on 7 May 2007. It was stipulated that the students should spread their posts out evenly across the summative period, rather than writing all their entries at the eleventh hour. The choice of post topic was deliberately left open to allow the students the freedom to blog on issues within their information environment that really mattered to them, as is the nature of true blogging. They were also given advice on blog style and etiquette, privacy issues and topic ideas. The information blog assessment formed 50% of the students’ module marks, which we hoped would sufficiently motivate the students to post regularly and work hard on their blogs, and it was administered and marked by the academic librarians.

    So, why did we choose a blog? We thought the blog online diary format offered specific pedagogic benefits:

  • 1 The possibility of engaging students in an assessment over a sustained period of time, linking week-by-week to the curriculum, potentially countering strategic and surface learning.

  • 3 - Educating Web 2.0 LIS students for information literacy

  • from Part 2 - Library 2.0 and the implications for IL learning 37
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Meets Library 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 March 2008, pp 39-50

  • Summary

    Introduction

    Library and Information Science (LIS) students need to learn about Web 2.0 tools both in order to use them effectively themselves, and in order to use them in teaching information literacy to others. In this chapter I will discuss, first, whether LIS educators need to develop new frameworks and definitions of IL to reflect the rise of Web 2.0. I will then draw on work carried out for a European project on the LIS curriculum to identify the aspects of IL and Web 2.0 that LIS students need to address. The chapter concludes by identifying the different approaches that might be taken to enhance learning about IL using Web 2.0 tools.

    What I will not do is discuss whether LIS educators need bother to incorporate Web 2.0 into the curriculum. Although specific Web 2.0 tools may come and go, it seems clear from the other chapters in this book that Web 2.0-type applications will only go away insofar as they develop into Web 3.0 applications.

    IL: a new definition?

    First, do we need a new definition for IL in a Web 2.0 world? Should LIS educators start by jettisoning the old definitions and trying to write new ones for their Web 2.0 or Web 3.0 students? In my view no, old definitions will do perfectly well. I will use the Chartered Institute of Library and Information Professionals’ (CILIP) definition as an example. This states that ‘Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner’ (Armstrong et al., 2005).

    A key issue is how you understand the concept of ‘information’. There is a substantial literature exploring and debating what information is (e.g. Capurro and Hjørland, 2003). The concept has been interpreted in many different ways, from the inclusive (communication) to the more restrictive (documents).

    Commentators on IL may make the assumption that ‘information’ in IL definitions refers to textual information, but that is not necessarily the case. The notes on IL skills which accompany the CILIP definition make it clear that ‘information may be available on paper (books, reference works, journals, magazines, newspapers, etc), digitally (on CD-ROMs, over the internet or the world wide web, on DVDs, on your own computer or network, etc.), through other media such as broadcast or film, or from a colleague or friend’ (Armstrong et al., 2005).

  • 4 - School Library 2.0: new skills, new knowledge, new futures

  • from Part 2 - Library 2.0 and the implications for IL learning 37
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Meets Library 2.0
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 March 2008, pp 51-62

  • Summary

    Introduction

    Libraries have been an integral part of civilization – providing a ponderous archive of knowledge and lasting record of the human spirit. From Alexandria to the present, a key purpose of libraries has been to store information and be a place of research and learning. Fast forward to the 20th century, when drawing on this heritage we saw the emergence of school libraries positioned right at the centre of learning for our children and young adults.

    From such an august heritage, our school libraries have shown their value and purpose many times over, and their successes have been recorded through personal experiences and research studies. There are many school library impact studies (Library Research Service, 2007), the best known being the Colorado Studies, which prove that school libraries have a direct link to student achievement. We know that school libraries make a difference to student learning (International Association of School Librarianship, 2007).

    Two elements of a school library have stood the test of time. The first has been to nurture literacy and promote the pleasure of reading. The second has been to provide pathways to information and knowledge by promoting information literacy skills and processes. The point is that school libraries have a distinct function and purpose, both similar to and different from other libraries, which draws on past, present and future possibilities in that unique school library mix of the literary, cultural, recreational, and research needs of our ‘learner’ students.

    The school library provides an organizational and educational centre for students and teachers striving to meet the demands of modern learning and the requirements of the learning programmes outlined by local authorities or governments. What is it about learning that is changing the scope of the school library's function and purpose? What does it mean to be a teacher librarian, a school librarian or school media specialist in a Web 2.0 world?

    The internet is undergoing a transformation. The net is a child in terms of the maturation of information technology, and in its current evolution to the ‘semantic web’ with its emerging methods of information extraction, concept tracking and semantic analysis of data.

  • 4 - The importance of web accessibility

    • By David Sloan, David Sloan is Project Lead of the Digital Media Access Group
  • Edited by Jenny Craven
  • Book:
    Web Accessibility
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    15 March 2008, pp 41-56

  • Summary

    Introduction

    Web accessibility has in recent years emerged from being a niche area of web development of little general interest to become something of a hot topic, discussed by web developers and designers, a subject for academic research and something that is increasingly influential at a policy, contractual and legislative level. Why should this be? There is, of course, a basic moral argument that people should not face undue discrimination as a result of their disability. This social motivation is one of four core arguments presented by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C) in its drive to promote online accessibility (W3C, 2005). This chapter looks at the motivations and arguments for accessibility.

    Social factors

    The most fundamental argument for web accessibility is simply that including people with sensory, physical and/or cognitive disabilities enables access to web resources for a wider proportion of the target audience than would otherwise have been reached.

    Disabled people are frequently identified as a group experiencing social exclusion because of barriers they face in attempting to perform everyday tasks such as accessing information or communicating; participating in or receiving services such as entertainment, shopping, education and health - care; and democratic processes such as voting in government elections. The barriers encountered by disabled people may include physical obstacles such as stairs in the built environment, or lack of information in a suitable alternative medium for those with visual or hearing impairments. These realworld accessibility barriers may exist to such an extent that the independence of the disabled person is severely restricted, or even lost.

    The world wide web, as conceived by its founder Tim Berners-Lee, was intended as an information and communication space in which participation was not affected by personal circumstance, such as a disability. Berners-Lee foresaw the potential of digital information and web services to overcome many of the challenges faced by disabled people in the physical world (see Chapter 5, section on ‘World Wide Web Consortium’).

    So, for example, by using the web, the same electronic information and services provided by a website that has been designed with accessibility in mind can be accessed by:

  • • people who are blind or visually impaired, who can use text-to-speech devices to listen to the content in audio format, or Braille displays to output the content in tactile format

Leadership
  • The Challenge for the Information Profession
  • Sue Roberts, Jennifer Rowley
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008
  • Effective leadership is key to the future of information services and professional practice, and demands on leaders within the sector are greater than ever before. Leadership skills are required at all levels of the profession, from the top, through to professional staff called upon to lead a team or to take a supervisory role. To meet these challenges, individuals must develop their leadership capacity. This book invites information professionals across the sector and at different stages in their career to reflect on and engage with the development of their leadership role and contribution. Using theoretical concepts and models, coupled with practical tools, this book encourages readers to think about their own leadership and the leadership provided by others around them as the basis for continuing improvement in management and professional practice. No other book offers such a comprehensive and topical perspective on leadership in the context of the information services and the wider information industry. Contents include: challenges in leadership; knowing yourself as a leader; leadership in context; promoting change, innovation and creativity; leading people; setting direction and strategy; leadership development; and influencing others. It has a range of features, including learning objectives, chapter summaries, reflection points, review questions, case cameos and recommendations for further reading, encourages and facilitates engagement and reflection. This book is a must have for information professionals and aspiring leaders seeking to understand leadership and to develop their own leadership practice, as well as the leadership potential in others. It is also a valuable professional education text.

  • 5 - Leading people

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 115-146

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑appreciate the complexity and challenges associated with leading people

  • ☑understand the importance of relationship building and the key steps associated with its success

  • ☑understand the concepts associated with empathy and emotional intelligence

  • ☑begin to consider approaches to leading individuals within a library and information context

  • ☑consider the impact of the individual leader on the motivation and morale of their staff

  • ☑understand the concept of empowerment and its role in leadership

  • ☑consider the importance of creating and developing teams

  • ☑understand the relevance of the concepts of followership and servantship.

    • Introduction

    This chapter aims to explore the diverse and complex topic of leading people – arguably the most challenging and most fundamental aspect of leadership. It can be argued that all of this book is concerned with leading people but this chapter addresses the issue directly. It begins with a discussion around the central notion of relationship building in a professional context, exploring trust and credibility and their connection with ‘authentic’ leadership. The chapter goes on to explore in detail approaches to leading individuals, including emotional intelligence, empathy, communication, empowerment and feedback. Particular attention is paid to motivation and morale and to tools and approaches such as coaching, mentoring and facilitation. The creation and development of teams is the focus of the next section, which explores several key team leadership concepts in detail. The next section considers notions of followership and servantship. The chapter concludes by raising the notion of hope, suggesting that the primary role of leaders is to foster hope within organizations. Throughout the chapter examples are provided that illustrate the application of concepts to the library and information context. Undoubtedly the challenge of leading others is one that keeps most leaders awake at night and raises the most difficulties; yet it also brings the most rewards as leaders see individuals develop, grow in their roles and shape their information service.

    The challenge of leading people

    The leadership of people is the leadership of complex and diverse individuals; it is frustrating, difficult, infuriating, inspiring, fulfilling and deeply motivating.

  • 8 - Influential leadership

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 209-230

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑understand the information professional's value beyond the library context

  • ☑appreciate approaches and issues related to working with politics and power

  • ☑reflect on the influence of library and information professionals within wider contexts

  • ☑consider two specific case studies that illustrate influential leadership

  • ☑consider the importance of developing a ‘leading organization’ as well as leading individuals.

    • Introduction

    Chapter 8 explores the role of the information professional in leading and influencing in contexts beyond the library, where the other stakeholders are not information professionals. We feel this is of particular importance in today's organizations where libraries and library and information professionals are often working – and indeed are expected to work – beyond traditional boundaries and in doing so can provide added value. This blurring of boundaries brings multiple opportunities for wider influence and greater impact, but clearly requires a high level of influential leadership. This involves understanding and capitalizing on the leadership, management and information competences that working in an information service or information industry environment develops. This chapter thus begins with a discussion of the value of the information professional beyond the library context and explores specific examples of leadership and influence. We then focus on issues related to working with politics and power, and leadership approaches to them. This final chapter is different from the others in the book as it provides two detailed case studies to illustrate leadership and influence where library and information professionals have made significant impact both within and beyond organizations. These examples are drawn from real life experiences from different sectors – health and higher education. They also provide insights into the individuals who influenced within these contexts. Consequently, the chapter does not include a case cameo interview. We conclude with reflecting on the relationship between developing influential leadership at an individual level and developing leading organizations.

    Leadership and influence

    The theme of influential leadership has pervaded this book. Leaders at all levels use their influence to lead and motivate people, to implement change, to lead teams and to shape values and culture. We have provided diverse examples of this influence in practice throughout each chapter. Many authors write about ‘influencing skills’ and suggest that we can simply learn these skills in order to manage and lead people effectively.

  • 3 - Leadership in context

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 55-88

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑appreciate the impact of context on effective leadership behaviours

  • ☑understand the difference between transformational and transactional leadership

  • ☑reflect on leadership in practice and the leadership experience.

    • Introduction

    From a theoretical perspective this chapter continues the exploration of different models of leadership. The previous chapter examined the trait and style theories of leadership and encouraged you to engage with how they can be used to reflect on your understanding of what leadership is, and how leaders behave. This chapter moves on to consider three more recent groups of theories: contingency theories, transformational leadership theories and theories that consider leadership in practice and the leadership experience. Contingency theories suggest that the most effective leadership style depends on, or is contingent on the context; they identify key aspects of the context and classify leadership styles and behaviours in relation to these different types of context. Transformational leadership theories seek to explore the leadership behaviours necessary to engage and motivate followers. Leadership theories that focus on leadership in practice and the leadership experience explore the leadership process and in particular seek to contribute to leadership development.

    Context and contingency theories of leadership

    The Michigan and Ohio leadership theories discussed in Chapter 2 suggest that the ‘high consideration, high structure’ approach is the ‘one best way’. Although managing people and a task might intuitively seem to be essential aspects of leadership behaviour in any context, behaviour that is expected of, and respected in, staff and their leaders is different in different sectors, depending on the objectives of the organization. For example, the head of a national library, such as the British Library, is expected to develop and evolve a vision for the role of the library that they lead in a national and international marketplace, and this involves leadership on national and international platforms. Vision, careful management of power and politics, and reputation management are required, and these are key qualities for leaders. On the other hand, the leader of an electronic resources team in a public library, although also needing to manage the politics and power issues around resources and to develop a credible vision for developing their service, is required to focus on leading their team to ensure reliable and effective service delivery.

  • 7 - Leadership development

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 177-208

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑appreciate the need for investment in leadership development, particularly in a LIS context

  • ☑understand the diversity of ways in which individuals learn

  • ☑understand the different models and theories associated with leadership development approaches

  • ☑understand the benefits of coaching and mentoring in this context

  • ☑critically assess leadership programmes and their value

  • ☑begin to consider applying these approaches to leadership development for yourself and for others

  • ☑understand the concept of the learning organization.

    • Introduction

    Developing leadership potential and capacity across the library and information sector has been touched on throughout this book. This chapter takes an in-depth, detailed and holistic look at leadership development primarily because we believe it is a fundamental consideration for library organizations, managers and information professionals at all levels. The chapter begins by asking why leadership development is so important; it then moves on to explore the diversity of ways in which individuals learn, drawing on Kolb's learning cycle theory, Honey and Mumford's learning styles and Armstrong's theory of multiple intelligences. Models and theories of leadership development are illustrated, including a focus on coaching and mentoring within the context of building leadership capacity. Leadership development programmes for the library and information profession are explored and evaluated in some detail, with specific examples provided to illustrate approaches and impact. The chapter then moves on to consider approaches to leadership development for ourselves as individuals, and for others. The chapter ends by introducing the concept of the learning organization and what this means for libraries and leadership development.

    Why leadership development?

    In Chapter 1 we described the underlying philosophy of this book, highlighting that learning must be at the heart of what we do as leaders and future leaders. We also stressed that we must spend time on leadership development from the start of our careers and at whatever stage. Irrespective of role, leaders should be striving to improve practice and to learn from others. As leaders we must also think about how our staff can improve, develop and deploy their leadership abilities.

  • 4 - Change and innovation

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 89-114

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑discuss models of change and its processes

  • ☑appreciate people's experience and response to change

  • ☑understand the concept of change leadership

  • ☑discuss the role and characteristics of change agents

  • ☑debate the benefits of the innovation perspective on change.

    • Introduction

    Leadership involves formulating direction and exercising influence to ensure that a team or organization moves forward, and it is therefore inevitable that leadership is associated with change. Leaders need to understand change processes, how to support and engage people through change processes and how to create an organizational culture in which change is not only expected, but welcomed. On a personal level they have to have the confidence to enjoy change even when it is associated with a steep personal learning curve, managing issues that might seem trivial to the bigger picture but which might be important to individuals, rescuing something from frustratingly irresolvable conflicts, and dealing with elaborate bureaucracies. To be inspiring and motivating to others, the leader has to be inspired and motivated themselves. This chapter seeks to offer some concepts, perspectives and models that can be used to promote the effectiveness of change processes.

    Change and its processes

    There are many different types of change process. Sometimes change is evolutionary and incremental, but on other occasions more radical change is required. Major changes, such as an organizational re-organization, often have significant consequences for employees’ roles and jobs; such processes need both leadership and management. Changing marketplace dynamics in the private sector, and shifting political and government agendas in the public sector, coupled with technological innovation and increasing information and knowledge flows in organizations, are all important and continuing drivers for change. Information organizations, being at the heart of the knowledge revolution, have undergone many changes in recent years and there is no reason to believe that the rate of change will slow. Figure 4.1 summarizes some of the triggers for change for information services.

    Within the context of academic libraries, Lougee (2002) observes that since research libraries support all sectors of academic life, they are at the nexus of change in higher education.

  • 6 - Setting direction and strategy

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 147-176

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑discuss the nature of strategy, and its relationship to leadership

  • ☑understand the role of leaders in setting strategic focus and direction

  • ☑appreciate the role of leaders in shaping values and cultures

  • ☑recognize the importance of managing corporate reputation and image.

    • Introduction

    This chapter aims to encourage you to reflect on the role of the leader in setting direction and strategy. The focus here is not on the strategic planning process itself, but on influencing where the organization is going, and how it is going to get there. Against a backdrop of an understanding of the complex and dynamic nature of strategy, the process starts with the representation of direction in public statements of mission, vision and objectives. But this is only a beginning. Moving forward in the chosen direction, achieving and performing requires management of the implementation of strategy. Two key aspects of such implementation relate to the development and evolution of culture and values, and the management of a strong corporate reputation and images respectively.

    Strategy and leadership

    Leadership is concerned with influence. One of the key roles of leaders is to create, share and communicate vision. One of the main differentiators between a manager and a leader is that the leader is externally focused, has vision, and looks to the future. This means that leadership is incontestably associated with direction, and strategy, since strategy is concerned with establishing and sharing long term direction. On the other hand the link to management cannot be severed, because strategy is not only developing plans, but making them happen, and that involves resources and their management.

    In today's’ dynamic environment strategy making is an ongoing process that engages not only top management, but also managers, team leaders and other staff. Leaders need the capacity and the context to allow them to think, plan and act strategically. The wider and ambitious policy agendas to which information organizations are being expected to respond demand visionary leadership, informed decision making, and dynamic strategy-making processes.

    This chapter commences with an exploration of the nature of strategy. Johnson and Scholes provide a useful definition: ‘Strategy is the direction and scope of an organisation over the long term which achieves advantage for the organisation through its configuration of resources within a changing environment and to fulfil stakeholder expectations’ (2002, 10).

  • 1 - Context and challenges in leadership

  • Sue Roberts, Jennifer Rowley
  • Book:
    Leadership
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    29 February 2008, pp 1-22

  • Summary

    Learning objectives

    After reading this chapter you should be able to:

  • ☑appreciate the need for leadership within library and information services

  • ☑understand the relationship between management and leadership

  • ☑engage in the debate about the link between leadership and change

  • ☑engage in the debate surrounding the state of leadership within the library and information profession

  • ☑understand the underpinning philosophy of this book and how the different chapters and elements interconnect

  • ☑begin to consider the approaches and challenges to ‘self leadership’ and managing yourself.

    • Introduction

    This chapter provides orientation both to the book and to the concept and challenges of leadership. It will discuss issues such as the importance of leadership for information services of all types, provide an overview of the key theories surrounding the relationship between management and leadership, and explore the link between leadership and the imperative for change within organizations. The chapter then discusses the challenges for leadership within library and information services across the sectors and globally, drawing on theory, literature and practice, with illustrative scenarios. The next section provides an insight into the underpinning philosophy of this book and our approach to considering leadership for 21st-century information services; this signposts themes in future chapters and interlinks topics in a holistic way. Finally, the chapter highlights the critical importance of ‘self-leadership’, which is a recurrent theme. We hope this will initiate or strengthen the self-reflection that is required by all leaders at whatever stage of their career and personal and professional development.

    Why leadership?

    In Managing Information Services (Roberts and Rowley, 2004) we explored leadership briefly as one aspect of a chapter called ‘Management and leadership’. We rapidly realized that leadership as a concept – the theories, myths and practices surrounding it – was fundamental to the present and future development of library and information services across all sectors and all nations. Handy (1993, 96) asks provocatively and ironically, ‘Surely a group of intelligent, well-meaning individuals can tackle any problem without the need for a leader?’, yet history, research and our own experiences dispute this assumption!

    This obsession with leadership pervades all aspects of our lives. Writers on the current state of leadership globally have identified a ‘crisis’ in leadership at the level of politics and society as well as within organizations (Bennis and Nanus, 1997; Taffinder, 1995).

Page 256 of 293