An enormous increase has been observed in the number and types of women’s groups and organizations around the world. A complex of international, regional, national and local networks of individuals and organizations has emerged. At the same time, the recognition of women’s issues has grown, both nationally and worldwide, and so has the need for comprehensive and reliable data on women and their concerns. Although information centres and networks superficially appear to be very different, the theory of networking indeed identifies them as being part of the same general trend. Networks are seen as an important tool for development. Networking is an avenue open to women who seek information about various problems, needs, capabilities and possible solutions, as it is an accessible strategy which requires few resources. However, if networks from the South and East are to operate outside their local and national boundaries, lack of resources become more of a constraint. Case studies are presented of national, regional and international networks. Finally, the role of ICTs in this process are considered.

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Migration and globalization throughout the world have caused many schools to become multicultural (or intercultural) institutions where students from more than 40 nationalities, who speak many different languages, receive their education under one roof. Some come from families who have lived in that country for generations and speak the official, national language; others represent small, indigenous groups; others are recent immigrants, including those who are more transient, sometimes called ‘Third Culture Kids’or global migrants. All these students use the same learning spaces at school as other students, including the school library. Furthermore, bilingual (secondary) education is being encouraged by a number of national governments. Its goal is to increase students’ proficiency in a “world language” and to provide them with an international orientation. Multicultural situations within the school also impact school libraries which need to become multicultural learning environments providing library services at a multicultural level.

This paper describes “work in progress”. It outlines attempts being made by the IASL Research SIG, the ENSIL Foundation and the Royal Tropical Institute in Amsterdam to collect consistent data about school libraries in developing, emerging and developed countries, using an international definition of what a school library actually is. During a meeting of the IASL Research SIG on 24 January 2012 it was agreed that a set of simple questions (approx. 10 questions for each group) which could be answered by pupils, teachers, school librarians and school leaders in different countries throughout the world should be developed . Sets of questions are now being reviewed by a selected group of school library practitioners and academics and by a small sub-committee of the Research SIG. Using the agreed sets of questions, preliminary data will then be collected by a number (school) library associations or other affiliated organizations in different parts of the world. Initial progress and results will be presented. It is to be hoped that some (initial) useful data and comparisons will demonstrate the international scope and impact of school libraries to all stakeholders, at international level.

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