This paper examines the required courses of ALA-accredited Library and Information Science programs as published on their websites. The study expands on previous research in this area. Findings show that the typical core curriculum has grown to include both research and information technology in addition to the more traditional subjects. The number of programs that require a secondary set of required courses (semi-core curriculum) in addition to the primary core curriculum increased. The paper concludes by suggesting that LIS programs keep a robust general core curriculum while considering the "career-track" model to help students best meet their professional objectives.

Many content analyses of job ads have revealed the skills and experience needed in academic library jobs and show that library instruction is an important job duty. This study moves beyond the content of the job ads and surveys the employers themselves (in the person of the supervisor). The survey revealed that supervisors highly value library instruction. Other findings relate to the types of instruction duties the new employee will engage in and the ways that these employees learn how to do library instruction, as well as how much time the employee spends on instruction-related duties.

A s librarians, we often get to see the beginning of the information literacy cycle. We see and help students all the time with resource discovery, information col lection, and early decisionmaking about the information they've gathered. Rarely, it seems, are we afforded the chance to see the middle steps of the process where they begin to use and synthesize this information. Nor do we often get the chance to see the papers, projects, and presentations that are the final result of the research. And more's the pity, because we spend so much time talking about and trying to teach information literacy, it's often disheartening that we only get to see the beginning stages of the work. We can learn a great deal about how to more effectively assist students in the information literacy process if we have some experience working with them from the beginning to the end of a project.

Purpose -The purpose of this paper is to seek to explore faculty perceptions versus actual student usage of print and online, full-text articles. Design/methodology/approach -Surveys were given to faculty and their students at four Penn State campuses. Both the six-question instructor survey and the 11-question student survey related to article retrieval for one particular class assignment. Findings -Data gathered from the surveys surprisingly indicated that faculty are overestimating student use of online articles and underestimating their use of print. This study also showed that a majority of students will reject an article that is not available online in full-text. Research limitations/implications -In this study there was a discrepancy between students stating that they knew to cite online sources differently from print sources, and faculty stating that they could tell the percentage of online articles used from their students' bibliographies. In future studies, more of an emphasis would be placed on measuring faculty knowledge of citing online resources. Practical implications -This paper could be used to support the continued purchase of print resources. It could also be used to support the need for faculty to keep current on citing new technological formats and instructing their students on the same. Originality/value -This study was conceived in an attempt to statistically verify not only faculty perceptions of full-text use, but also librarians' perceptions of faculty and student article practices. While a literature search produced several studies on faculty perceptions of internet usage, few were found that touched specifically on full-text articles.

What makes a good library manager? Is a good library manager born or bred?  To find out, Pennsylvania academic library managers were surveyed to determine their education and training backgrounds. The survey also illuminates the skills and personal traits these managers find most important in managing an academic library. Interpersonal skills and integrity were found to be the most important traits for an academic library manager to possess. Human resources and personnel issues were found to be the most difficult issues faced by academic library managers. In addition to presenting a snapshot of what today’s academic library leadership qualifications look like, the study will also provide future managers with an idea of what sort of training they should be seeking.