The objectives of this paper are: (i) to illustrate the use of e-books by health studies students at a college of higher education; (ii) to provide a demonstration of how e-books may be facilitated by library and information services staff working across the health and academic sectors; (iii) to comment upon the experiences of health studies students, in using e-books. A focus group of 10 student midwives was used to gain insight into how e-books may be used in an academic context for health professionals. The findings of the student midwives' focus group are reported and discussed. In this instance, the student midwives were encouraged to use e-books as part of a structured information skills programme. The paper concentrates on how the e-books were used within this context and addresses the potential benefits and disadvantages from a student perspective. The results provide evidence of a largely positive experience of using e-books as an electronic information resource. The focus group reveals many benefits and advantages in the facilitation and use of e-books, as well as addressing areas for development. It is concluded that e-books have a place in health library and information resources, but further development of e-books and e-book collections is required and subsequent investigation into their most effective use.

Findings from a study of the advantages and disadvantages accrued by individuals from their public library use, and the impact of this on citizenship at individual and community levels, are presented. The analysis of longitudinal focus group data collected on two occasions at eight UK locations at a time of a so-called ‘public library crisis’ demonstrates a strong sense of the epistemic role of public libraries, and their conception as safe, welcoming, community-owned spaces. Links between public library use and the development of citizenship are less easily identified. However, the evidence shows that public library use facilitates participation in society, and provides resources to allow individuals and communities to fulfil their societal obligations.

Purpose -The purpose of this paper is to discuss the reasons and drivers for academic libraries affecting university strategy with regards to shaping and developing learning spaces in response to changing pedagogic behaviours. Design/methodology/approach -A review of available literature within the context of academic libraries and their position to influence and lead institutional strategic change. This theory and practice is addressed and evidenced by four case studies of university libraries in the UK. Findings -Many UK academic libraries find themselves able to lead on and influence their institution's strategic direction with regards to teaching, learning and research. This is particularly the case in the design and development of learning spaces within the university. Academic libraries are in a unique position within a university with a view to observing student behaviours, being responsive to ever changing demands from academics and students, spotting trends and benchmarking against comparative institutions. These practices make it possible for academic libraries to advise, guide and lead on teaching and learning strategy and lead on learning spaces developments within their institutions. Practical implications -Academic libraries can use existing quality assurance, responsiveness and benchmarking frameworks to influence university strategy and decision making. Originality/value -This paper focuses on the concept of academic libraries influencing change, rather than responding to change, within their university. The case studies provide examples of where this has been the case, and suggest ways and frameworks which can be adopted by other academic libraries.

PurposeThe purpose of this paper is to report upon the design, implementation and findings of a research study investigating the perceptions of electronic library resources within the UK further education sector. While such resources are widely available to the sector, very little qualitative investigation has been done as to its impact upon teaching and learning and how it is viewed by those who have access to it.Design/methodology/approachThe research uses a case study in which staff and students at three separate further education colleges are encouraged to explore and share their experiences of using electronic library resources. This is achieved through structured interviews with teaching staff and focused student discussion groups. Extensive reference to relevant literature is also employed as a method.FindingsThe findings of the research are entirely qualitative, and are reported through a sequence of annotated quotations, which reveal personal experiences and perceptions of using electronic library resources and the influence and impact they have had on teaching and learning activity.Research limitations/implicationsThe findings are limited to one case study, using three different colleges in the Merseyside area of the UK.Originality/valueThe qualitative data provided through the research provides insight into electronic resource use within a cross section of the further education sector. It is therefore of use to those studying the impact of electronic resources, particularly within the further education sector. The research provides evidence which can be used to inform future e‐resources policy. The findings can also be used to shape e‐resources guidelines for practitioners in the further education sector.

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