The information profession has changed drastically in the last few years. The core requirements for information workers have also changed because the workplace needs specific qualities and skills. The necessity of continuing to teach cataloguing and classification is questioned, and many library schools have discontinued teaching these subjects. Many experts, however, believe that cataloguing and classification are still among the basics of information work. The subject still forms part of the curriculum at the University of Pretoria. At the beginning of 2000, funds were obtained to use the Herrmann Brain Dominance Instrument to establish the preferences of the second year Library Science students taking cataloguing. The result showed that their preferences do not really correspond to those of cataloguers. They specifically do not like the analysing and mastering the technical details required in cataloguing. As these skills are required for cataloguing, teaching methods will have to be adapted to equip students for the workplace. IntroductionThe library and information profession as a whole and the work of cataloguers in particular has changed significantly in the last few years. There are a number of reasons for these changes. Among these are the increase in electronic publishing, digitising conventional library materials, the advent of the Internet, the availability of information in many new formats and the extensive use of technology in the organisation and retrieval of information, as well as in most other operations in library and information organisations (Ayres 1999, 3). All this seems to make cataloguing if not superfluous then less important than before.Information workers also had to adapt to meet the information needs of a varied clientele. Sheila Corral, as quoted by Garrod (1999, 194) argues that, in the hybrid library of today, "content professionals", who specialise in information handling, as well as "conduit professionals", who specialise in IT (information technology) and computing are needed. To discover how the information professional of the future must be educated and trained, it is essential to look at the environment in which these future professionals must function.

The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes): Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.