The manager must take into account various human factors when introducing computers into the library. A survey of literature reveals the key fears of employees involved in library automation — to be concerned with job security, job satisfaction and health and safety. These findings are compared with data collected from a questionnaire administered to staff in four libraries, all in the process of automating various tasks. The effects of computerisation of the library service on users is also examined, with an analysis of literature and a questionnaire sent to 30 students in the College for the Distributive Trades. The author discusses ways in which the manager can interest and motivate staff by eliminating causes of dissatisfaction and by taking positive steps in appealing to employees' self‐interest in the possibilities of career advancement and the challenge of mastering something new. Staff selection procedures need to be amended to acquire the necessary skills, and training should be ongoing. The response of users to library automation is often enthusiastic but real benefits can be difficult to measure. The onus is ultimately on librarians to demonstrate that they still have a key role to play in the provision of information.

The problemThe lack of systematic evidence on the impact of information technology (IT) on learning, and on the ways in which IT can be applied most effectively, has contributed to the under-exploitation of IT in education and training. To address this issue, the National Council for Education Technology (NCET) needed a systematic way of gathering evidence which would: 0 help with the planning of evaluations: 0 help to identify patterns: 0 capture data consistently and systematically: 0 help to develop a shared terminology: 0 enable the analysis of evidence.The 'Analytical Framework' was developed to meet these needs. Development of the FrameworkThe initial idea for the form of the Framework grew out of a review of flexible learning in schools carried out by Jenny Brown but unpublished. This used a framework to identify key issues in flexible learning from the literature. The idea was developed in two workshops involving a range of NCET staff and external consultants. The Framework specification required that it must: 0 provide a common core of evidence on which to build and share: 0 have internal coherence and be able to sustain layered objectives; 0 be easy to use: 0 flexible to accommodate a range of foci and perspectives.The shape and size of the Framework evolved over the course of the project and continues to evolve as it used in different contexts. Figure 1 presents the top layers of the Framework. Starting with the aims and objectives of the task, questions are suggested to help identify what actually happens, and to review the outcomes. Users can select relevant questions from those listed-or add their own. For example, one of the points in the review process sets out to identify the contribution of the technology. Suggested questions include: 0 How did the use of technology contribute to the learning outcome? 0 How did the use of technology affect teaching/learning styles? 0 How is the use of technology changing the learning process? 0 What problems has the technology raised?

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