This paper presents a review of the professional discourse regarding the evolution of information and learning spaces in academic libraries, particularly in the first decade of the twenty-first century. It investigates the evolution of academic libraries and the development of learning spaces focusing on the use of the terms which have evolved from the information commons concept. The literature review is primarily guided by an effort to make clearly visible the connections and distinctions between different models for the use of space in academic libraries for delivering information and learning services, up to the very recent occurrence of "maker spaces". Attention is given to the language used to describe the different models and to changing historical factors, purposes, pedagogical influences, and attributes of each model for better recognition of shifts and emerging trends.

The authors have been involved in the design and delivery of several LIS training and education programs in Vietnam in recent years. This activity has led them to become aware of library developments and initiatives taking place within Vietnam, and of issues that will affect future development of the library and information industry. Some of these developments have been documented, primarily in Englishlanguage sources. The literature review in this article has attempted to draw together these sources to present a summary of library development in Vietnam to the present time. In order to collect input from Vietnamese information professionals currently in the workforce, in early 2008 ten young information professionals who were undertaking postgraduate studies in education and librarianship were interviewed. Their viewpoints on the critical factors in library development in Vietnam over the next decade are discussed in this article. Information about current library initiatives was also provided to the authors and is reported on, supplementing that which appears elsewhere in the literature. Realistic options for the Vietnamese library and information industry are discussed, together with a framework for the assistance that could be provided by the international library community.

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This conceptual paper will discuss how Australian library and information science (LIS) educators have adapted passion-based learning theory for the post-graduate environment. The learning environment has been developed to both facilitate the acquisition of short-term employability skills for the industry and also to allow students to connect more deeply with the rich and diverse culture of their new profession and wider LIS community.

The value of work integrated learning (Wil) is well-established in the education of information management (im) professionals. Adding value to Wil through cross-cultural or cross-disciplinary experiences is considered in this article. using online communication, simulation activities, and onsite work, students from rmiT melbourne and rmiT ho Chi minh City were involved in planning, negotiating, and delivering specific projects in the da Nang General hospital (dNGh) in Vietnam as part of their Wil. Evaluation of the whole project was undertaken through the collection of data from an online survey which rated the importance and performance of specific elements of the project. Feedback from focus group interviews was also collected and has informed the evaluation. The analysis of the data revealed positive participant perceptions of the outcomes of the project and its importance which may be taken into consideration by similar cross-cultural projects. Work integrated learning (Wil) has long been an established principle in professional information management (im) education in Australia. At rmiT university, the practice is a mandatory part of the im degrees for both undergraduate and postgraduate students. upon graduating, im students are expected to apply their im skills in diverse information environments including libraries and records units in corporate environments. A major focus for Wil has been on the ability to transfer the skills learnt in the classroom into real work environments, particularly via work placements.in 2010, im and information Systems (iS) students in the School of business iT and logistics, located in melbourne, were given the opportunity to participate in an international work placement together with iS students from rmiT's campus in ho Chi minh City, Vietnam. The project was based at the da Nang General hospital (dNGh) in Central Vietnam. in addition to a real-life work experience, the students in ho Chi minh City and melbourne were also able to undertake simulations to develop skills and knowledge prior to commencing the project, and to experience international collaboration and crosscultural learning during the project. The latter outcomes added a level of complexity to the project and were facilitated by the use of video conferencing, Facebook, Skype, and email to communicate and plan before the two groups of students came together in Vietnam.This article describes the context for the project and its application in Vietnam, and details the methods used to evaluate the outcomes of the project and what those outcomes were. Students' reflections gathered from the focus group interviews were summarised and their responses to an online survey regarding their experiences of collaboration in the project were analysed. This data provided a rich source of information about the project organisation and collaborative aspects of it as well as the value of project. The literature reviewed is not intended to be comprehensive but rather focuses on that which informed the project in terms of simulation...