Through the looking glass for librarians: a training lens to improve and fast track learning of databases.

Through the looking glass for librarians: a training lens to improve and fast track learning of databases. This is a refereed article THIS PAPER DISCUSSES LITERATURE RELEVANT TO TRAINING ISSUES INDATABASE use for public librarians and then presents the method for theproject, along with the findings of the initial fieldwork field��work?n.1. A temporary military fortification erected in the field.2. Work done or firsthand observations made in the field as opposed to that done or observed in a controlled environment.3. : the resultsof the observation of skills in a sample group and the investigation ofself-perceived skills and training needs in the same group. It concludeswith the outline of the training modules which are proposed. Thesemodules will use a 'lens' to improve and fast track learningof databases. Strong links have been made between staff with effective levels oftraining and successful electronic library service implementation, oreven the success or failure of the information service in general. Thisarticle discusses literature relevant to training issues in database usefor public librarians, including the impact of training on library andservice development; the need for online database training; and possibleapproaches to training. The method for the project is then presented,along with the findings of the initial fieldwork: the results of theobservation of skills in a sample group and the investigation ofself-perceived skills and training needs in the same group. The paperconcludes with the outline of the training modules which are proposed.These modules will use a 'lens' to improve and fast tracklearning of databases. The researchers believe that, with the aid of the'lens', librarians can master any new database, including itsidiosyncrasies, very quickly. In this way, librarians should gain moreconfidence in working with databases, and feel less stressed by theconstant proliferation proliferation/pro��lif��er��a��tion/ (pro-lif?er-a��shun) the reproduction or multiplication of similar forms, especially of cells.prolif��erativeprolif��erous pro��lif��er��a��tionn. of interfaces and formats. Alternatively, themodules can be used to train new reference staff on the use of databasesin general. Introduction In the short term at least, training of staff and patrons alike in the confident use of databases is a crucial precondition for their successful application in libraries (Williamson et al. 2001: 174). This quote comes from an article which reports some of the findingsof the project, 'Evaluation of the usability of electronic libraryresources'. (1) This project involved focus groups with librariansand database trials and interviews with ten patrons in each of fourVictorian public library services. A key finding was that the fourelectronic databases (World Magazine Bank, Health Reference Center--nowHealth and Wellness Resources Center--Custom Database and ElectricLibrary), offered on a trial basis in Victorian public libraries in 2000by the State Library of Victoria under the Gulliver Program, were notbeing used to an optimal level. This was largely because, at that time,many librarians were not sufficiently familiar with the databases eitherto be comfortable about using them on behalf of their clients, or toinstruct in��struct?v. in��struct��ed, in��struct��ing, in��structsv.tr.1. To provide with knowledge, especially in a methodical way. See Synonyms at teach.2. To give orders to; direct.v. clients in their use. Anecdotal evidence anecdotal evidence,n information obtained from personal accounts, examples, and observations. Usually not considered scientifically valid but may indicate areas for further investigation and research. from about the sameperiod (2000-2001) was that the situation in NSW NSWNew South WalesNoun 1. NSW - the agency that provides units to conduct unconventional and counter-guerilla warfareNaval Special Warfare public libraries wassimilar. A recent comparative study of libraries in New Zealand New Zealand(zē`lənd), island country (2005 est. pop. 4,035,000), 104,454 sq mi (270,534 sq km), in the S Pacific Ocean, over 1,000 mi (1,600 km) SE of Australia. The capital is Wellington; the largest city and leading port is Auckland. andChina (Cullen & Cheng 1999) similarly found that training in onlinedatabases is sought by staff in the face of growing patron demand foraccess to electronic resources. Its authors concluded that: A major concern about staff training highlights the need to upgrade staff skills on a regular basis in the new technologies, and to train staff so that they can pass on their skills to users ... there is room for more in-depth analysis of training needs, and for systematic staff training programmes (210). The training project reported in this paper was initiated partly asa result of the findings of the Victorian project (Williamson et al2001). The State Library of NSW (SLNSW SLNSW State Library of New South Wales (Australia)), supported by the NationalLibrary of Australia (NLA NLA National Library of AustraliaNLA National Liberation Army (Macedonian rebel group)NLA No Longer AvailableNLA Network Location AwarenessNLA National Lipid AssociationNLA National Legislative Assembly ), had perceived that similar problems existedfor their staff and believed that a project to develop the competency ofAustralian public librarians in using online databases would beworthwhile. The objectives of this project include: * to investigate perceptions of librarians about their presentskills and needs for training in using online databases to satisfyclients' requests for information; * to test the range of skills in the target population throughobjective measurement using a sample of librarians; * to investigate ways of building generic training modules whichwill include core sets of competencies and which will apply across arange of databases and search engines; and * to test and evaluate the training modules with the originalsample against specific learning outcomes. Literature review This overview of the literature considers the impact of training onlibrary and service development; the need for online database training,including issues of interface design and training, the need for learnersupport, the impact of learner attitudes; and, finally, possibleapproaches to training. As will be discussed later in the paper, many ofthe views of participants in the State Library of NSW/National Libraryof Australia training project are consistent with the findings reportedin the literature. The impact of training on library and service development Strong links have been shown to exist between the presence of staffwith effective levels of training and successful implementation ofelectronic library service (Rodwell 2001; Palmer 1996; Kajberg 1997;Popp & Fazle Kabir 1990: 77) or even with the success or failure ofthe information service in general (Friend 1990:121). Given that themajor budget item of most public libraries is salaries, optimisingskills through development and effective training is a critical issue.The impact of effective training in the context of academic librarieswas outlined by Matthews (1997). He identified training as having apositive organisational effect, and lack of training a negative impact,in terms of staff morale, motivation, performance, staff turnover, theadoption of change, costly errors or accidents, fulfilment oforganisational objectives and levels of service. It is particularlyimportant to consider the impact of training on enhanced library serviceto patrons, especially in the many rural Australian public librarieswhere small populations are served by one, or only a few, library staff.This view is supported by a study from the US Pacific Northwest: Libraries throughout Oregon that offer appropriate training in emerging technologies and current methods to library staff have been more likely to provide enhanced service to patrons (Chavez 2001: 27). Need for online database training According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. a recent combined New Zealand and China study: Needs for training in Wellington libraries focus on CD-ROM, online searching (the highest reported need), the internet and PC-software. This appears to be only partly related to levels of staff competency and previous training, and more to overall information retrieval skills and the need to stay competent (Cullen & Cheng 1999: 205-206). This finding reinforces the need for the present project.Williamson et al (2001), in their project which focussed on the Gulliverdatabases, found that training was needed so that staff could have somepractice with the databases. There was also considerable interest in thesuggestion that there be some accreditation for staff based on databasesearching exercises. The researchers saw this as being important interms of encouragement, rather than of compulsion COMPULSION. The forcible inducement to au act. 2. Compulsion may be lawful or unlawful. 1. When a man is compelled by lawful authority to do that which be ought to do, that compulsion does not affect the validity of the act; as for example, when a court of . Issues of interface design and training The implication of interface design for database training arosewith the Williamson et al (2001) study. Using a range of databases wasmade difficult by differences between the databases with regard to keycommands, screen layouts and search options. As one focus group memberput it, 'If I was a member of the public and I was confronted withall these databases--every one has a different interface, every one doessomething different--it would be an absolute nightmare' (172). Itwas generally felt that this applied to many staff as well. Reinforcingthis view is Twidale & Nichols' (1998: 178) observation thatwith the ongoing proliferation of interfaces and versions, no less thandatabases themselves, 'even the most enthusiastic user ofinformation searching technology is faced with a continual need toupdate her skills'. The researchers in the Williamson et al (2001) project concludedthat the resources were not being used to an optimal level, even byexperienced library staff. For example, the use of different kinds ofsearches such as key word, natural language, relevance, results indifferent search results depending upon the database being used. As onelibrarian said: 'Staff need training on all the different aspectsof these databases, because they are not always apparent from the firstscreen' (Williamson et al 2001: 172) Need for learner support Support for learning to enable library staff to build confidence indatabase use has been identified as a key issue for successfulimplementation of training strategies. A British Library British Library,national library of Great Britain, located in London. Long a part of the British Museum, the library collection originated in 1753 when the government purchased the Harleian Library, the library of Sir Robert Bruce Cotton, and groups of manuscripts. funded study(Jones & Sprague 1998: 7-8), which examined library staff trainingon ICT (1) (Information and Communications Technology) An umbrella term for the information technology field. See IT.(2) (International Computers and Tabulators) See ICL. 1. (testing) ICT - In Circuit Test. , using independent and flexible learning strategies found that'learners would like someone to talk to, a mentor to encourage andto check out problems', rather than a professional tutor or an ITexpert. Concern was expressed that poorly motivated students wouldstruggle with this type of learning without adequate support. Other important learner support issues for flexible delivery aregood and uninterrupted access to computers which are not in the publicarea of the library, and adequate, allocated time for learning (Jones& Sprague 1999). It is crucial for the independent learner that thepros and cons of different environments conducive con��du��cive?adj.Tending to cause or bring about; contributive: working conditions not conducive to productivity.See Synonyms at favorable. to learning are takenseriously, as constant interruption and noise levels have a detrimentaleffect on the quantity and quality of learning (7). Most studies pointto lack of time to learn as the main issue for most independent learners(Jones & Sprague 1998: 7; LIC LIC Low Intensity ConflictLIC LicenseLIC Licenciado (Spanish)LIC Long Island CityLIC Life Insurance Corporation of IndiaLIC Licensed Internal CodeLIC Local Independent Charities of AmericaLIC Line Integral Convolution 1998b: 9.26; Bunker bunk, bunkerlarge storage bin.bunk forageforage, usually ensilage stored in a large storage bunk and made available to cattle or other livestock along a face of the storage. 1995: 135). Attitudes of learners Bichtaler (1986 in Bunker 1995), in a study of thirty-two speciallibraries, found that librarians were often reluctant to engage in anyonline searching outside their previous boundaries of experience.Although the Bichtaler study took place in the early days of onlinesearching, this finding seems to be still relevant. Unlike traditionalprinted sources, online resources can cause anxiety and be perceived asa threat to librarians. Common responses include a sense of beingoverwhelmed o��ver��whelm?tr.v. o��ver��whelmed, o��ver��whelm��ing, o��ver��whelms1. To surge over and submerge; engulf: waves overwhelming the rocky shoreline.2. a. by the complicated framework of software and hardware, andmystification mys��ti��fi��ca��tion?n.1. The act or an instance of mystifying.2. The fact or condition of being mystified.3. Something intended to mystify.Noun 1. about the ways that a computer 'thinks'. Beyondthis, there is the fear of giving users the wrong impression that theonline environment is somewhat 'magical' and easily engagedwith (Mosby & Hughes 1990:111). Similar issues emerged in theLibrary and Information Commission study (LIC 1998b) which reported onICT training in public libraries. According to Jones and Sprague (1999): Commonly staff are afraid of looking foolish in front of customers, feeling that they lack the skills and confidence. However, most also think that they could cope with the changes provided they were given the tools to do the job (97). Approaches to training It would be difficult to disagree with Verb 1. disagree with - not be very easily digestible; "Spicy food disagrees with some people"hurt - give trouble or pain to; "This exercise will hurt your back" Bunker (1995:12) who saidthat effective training must be concise and interactive, interspersedwith exercises and hands-on experimentation. There is a range ofrecommended approaches to training in the literature, which often takeinto account some of the issues discussed above. (See, for example,LIC1998a; Kendall 2000.) One that stands out as appropriate to librarystaff is the Dialog Classmate Program (Dyckman 1995). Although designedfor university library users, its emphasis is on developing confidencein generic, computer-based information retrieval information retrievalRecovery of information, especially in a database stored in a computer. Two main approaches are matching words in the query against the database index (keyword searching) and traversing the database using hypertext or hypermedia links. skills transferable toa range of databases. The LIC (1998a) study found that in terms of ensuring effectivelearning, certain factors were more important to participants thanactual training methods. These included: * determining individual training needs beforehand; * selecting the right people to train first; * employing trainers who understand the library environment and whohave good interpersonal in��ter��per��son��al?adj.1. Of or relating to the interactions between individuals: interpersonal skills.2. and training skills; * relating training to specific contexts; * giving trainees the opportunity to practise prac��tise?v. & n. Chiefly BritishVariant of practice.practis��er n. what has beenlearned, and ensuring that they have access to appropriate hardware andsoftware and have the time to use it; and * ensuring trainees have access to ongoing support--follow-upsessions, help lines, newsletters, manuals (9.26) Ideally, both the individual and the organisation should beinvolved as partners in learning, with the organisation takingresponsibility for providing a learning culture which, in turn, providesthe moral support, guidance, finance, time and recognition for thelearner, to 'enable learning to happen' (Jones & Sprague1998: 98). This philosophy of shared management/individual librarianresponsibility for learning strongly underpins the LIAC (LegalInformation Access Service) of the State Library of NSW. (2) Method for the SLNSW/NLA Project Taking into account the background outlined above the researchersembarked on the training project for SLNSW/NLA. For the first stage ofthe fieldwork, the searching strategies and skills of professionallibrarians were observed and qualitative methods were used toinvestigate their perceptions about their present skills and trainingneeds for using online databases to satisfy client enquiries. In thesecond phase, action research will be used with the original cohort cohort/co��hort/ (ko��hort)1. in epidemiology, a group of individuals sharing a common characteristic and observed over time in the group.2. totest the generic training modules developed as a result of the initialfieldwork. Evaluation methods will be used to assess the effectivenessof the training modules as part of the action research. Adjustments willbe made to the modules which will be tested on a new cohort ofparticipants in late 2002. The two databases chosen for the objectivetests were Health and Wellness Resource Center and APA-FT (AustralianPublic Affairs--Full Text), with each participant being tested on onedatabase of the two. The first stage of the fieldwork for the project took place atthree venues between 20 November 2001 and 4 February 2002: SLNSW; WaggaWagga Wagga Wagga(wŏg`ə wŏg`ə), city (1991 pop. 40,875), New South Wales, SE Australia, on the Murrumbidgee River. It is the center of an agricultural district with food-processing and rubber-goods plants and foundries. Headquarters of the Riverina Regional Library; and NLA on 4February, 2002. The sample totalled twenty-six library staff, of whomtwenty were females and six were males. The majority (60.5 per cent)were aged between 30 and 49. Almost half of the participants came frommetropolitan libraries; nine participants from country regionallibraries; three from small country libraries; and three from the NLA.The majority of participants (twenty) held the position of referencelibrarian, manager, reference department, or senior library manager. Theremaining six held the position of librarian. Almost all participantswere very experienced reference librarians; all but one participant hadreceived some database training. Findings from the first fieldwork stage The findings from the first stage are complex and voluminous, andwill be reported here only briefly Further information can be obtainedfrom the researchers. Findings are presented in two parts: those whichcame from the observation of skills and those that emerged from focusgroups. Observation of skills For each of the two databases, a pro-forma which aimed to observethe use of all the major functions of the databases, together withrelated strategies and searching skills, was compiled by theresearchers. A wide range of skills was observed: from identifying thepurpose of the databases, to formulating search terms, to undertakingbasic and advanced searches, to using truncation and nesting, forexample. Participants were encouraged to 'think out loud' tothe researchers about their problems or progress as they moved throughthe search. In this way, the researchers could better understand thelibrarians' thinking through of the search strategies and problemsas they progressed through the search. APA-FT proved a more difficult database for participants thanHealth and Wellness Resource Center (HWRC HWRC Household Waste Recycling Centre (UK)), although one reason might bethe fact that more participants had used the latter, and been trained onit. The other reason was that HWRC is a simpler and more user-friendlydatabase than APA-FT. In general, the following weaknesses, which leadto poor search outcomes, were identified during the observations, and tosome degree in the focus groups. * There was a tendency to use inappropriate search terms which wereeither too broad or too narrow, along with ineffective strategies toevaluate searches accurately * In APA-FT, at times the controlled vocabulary fields were usedwhen the keyword or free-text searching mode was appropriate. * Less than one-third of participants using APA-FT demonstratedthey understood the full functionality of the index (the list ofcomputer generated terms) and how it might be useful in constructingsearches. * Participants had problems with Boolean operators (except for'and'); proximity operators; nesting; and the wild card.Truncation was not performed as well in Health and Wellness ResourceCenter as it was in APA-FT. * 'Help' was often used ineffectively, partly because ofits confusing and user-unfriendly organisation in both databases. * Participants used incorrect spelling at times and did not alwayshave strategies for identifying the correct spelling. * Use of incorrect default operators or phrasing was common, andthere were problems in sorting and the handling of dates. Focus group findings The focus groups confirmed many of the findings from the literatureregarding the importance of training for librarians to make effectiveuse of databases, both on behalf of their users, and to assist theirusers to search for themselves. Confirming the findings of Jones andSprague (1998), they saw a need for learner support, believing thatmanagement plays a big role in creating the climate and providing theresources for successful training and learning to take place (aspreviously discussed, above, in 'approaches to training'.Confirming the findings of Williamson et al (2001), they were concernedabout the multiplicity of interfaces and deceptively de��cep��tive��ly?adv.In a deceptive or deceiving manner; so as to deceive.Usage Note: When deceptively is used to modify an adjective, the meaning is often unclear. simple interfaceswhich give search results that are less than satisfactory but aretime-consuming to obtain. They claimed that they have learnt byexperimentation Adv. 1. by experimentation - in an experimental fashion; "this can be experimentally determined"experimentally, through an experiment or trial and error--really building on prior learning.However, it is our observation that knowledge and skills are ofteninappropriately transferred from one database to another. Learner needs A range of issues, focusing on learner needs, sharedmanagement/learner responsibility, aids to learning and impediments IMPEDIMENTS, contracts. Legal objections to the making of a contract. Impediments which relate to the person are those of minority, want of reason, coverture, and the like; they are sometimes called disabilities. Vide Incapacity. 2. tolearning, was identified. These ranged widely across all learning forlibrarians, rather than specifically for database learning. Generally,participants' clear preference was for face-to-face training, whichallows for good, interactive feedback. However, experienced staffpreferred self-paced training, provided they were given the time andplace to learn. Lack of time and access to uninterrupted learningopportunities in a busy workplace were undoubtedly seen as the biggestproblems for learning at work (confirming the findings of Jones et al.1999). As one participant stated: '... if you were doing it as training yourself online ... you don't have paid staff time during library hours to actually sit and do it (self-paced learning online) effectively.' Another need was described as 'confidence building.' Lackof confidence was perceived to be an issue, especially where infrequent in��fre��quent?adj.1. Not occurring regularly; occasional or rare: an infrequent guest.2. use became an impediment A disability or obstruction that prevents an individual from entering into a contract.Infancy, for example, is an impediment in making certain contracts. Impediments to marriage include such factors as consanguinity between the parties or an earlier marriage that is still valid. to learning: 'They don't want to use the database because they are not really confident to use it.' (Participant in study) Training which provided familiarity through practice and wasadaptable enough to address different levels of understanding andexperience was seen to be important, as was reinforcement of learningthrough follow-up and ongoing support and mentoring. With regard to thelatter point, one participant's comment was: 'I think you need some kind of follow-up to that (the initial training) because that's where you get rusty. You think that you know it and you get all enthusiastic and then in a fortnight's time, it's like "How does that work?"' Other aids to learning mentioned were: cheat sheets as prompts onkey features; good relevant learning materials which are well structuredand professionally developed; the provision of practical 'handson' training; a step-by-step incremental learning approach;strategies for learning the idiosyncrasies of individual databases; andthe building in of self-assessment tasks. Preferred delivery and support models A range of training models--from self-paced learning forexperienced librarians, to the trained trainer imparting im��part?tr.v. im��part��ed, im��part��ing, im��parts1. To grant a share of; bestow: impart a subtle flavor; impart some advice.2. knowledge toless experienced librarians in a face to-face situation--wereidentified. Overwhelmingly, librarians wanted a means of being able tounderstand generically how databases could be searched effectively,rather than needing to learn specific databases. Access to advisersthrough phone contact; continuous feedback and self testing built intothe training; follow-up on initial training to keep skills up-to-date;shared management/individual responsibility for training; and the needfor accreditation were stressed. These findings confirm results of otherstudies or training projects: Williamson et al (2001); Dyckman (1995);McKibbon (2002); LIC (1998b). Conclusion Based on the first stage of the fieldwork, the researchersconcluded that the key aims of training should be: to facilitateunderstanding of what are the common elements or problems in using alldatabases; and to develop an ability to understand the idiosyncrasies ofdifferent databases. These are essential for librarians to searchdatabases effectively. To achieve those aims, the researchers have suggested that a tool,to be called a 'lens', be developed and used as the focus oftraining. Such a tool would be used to identify the common elements,problems and the idiosyncrasies of databases. The lens would bring theseparts into sharp focus for the librarian. A by-product of the lens willbe a table which librarians can use to compare databases at a glance. (Asimilar table has already been used to compare the properties of searchengines.) It is proposed that two training modules will be developed, both ofwhich will make use of the lens. The first will be a self-paced packagefor experienced librarians; and the other, adapted from it, will be atrain-the-trainer module. It is envisaged that 'trainedtrainers' will deliver training to other library staff inface-to-face situations. Both modules should ideally include inbuilt in��built?adj.Built-in; inherent.inbuiltAdjective(of a quality or feeling) present from the beginning: an inbuilt prejudiceAdj. 1. self-assessment exercises and examples, and provide the opportunity forongoing trainer/mentor feedback and support. Many of the suggestionsfrom the literature and from the participants in the very fruitfulinitial stage of the fieldwork will be incorporated. Footnotes (1) This project was undertaken in 2000 by two researchers in theSchool of Information Management and Systems at Monash University Facilities in are diverse and vary in services offered. Information on residential sevices at Monash University, including on-campus (MRS managed) and off-campus, can be found at [2] Student organisations : DrKirsty Williamson who is director of Information and TelecommunicationsNeeds Research and who is also one of the chief investigators for theproject discussed in this article; and an information systems expert,Associate Professor, Frada Burstein. The project was funded by anAustralian Research Council SPIRT grant and was undertaken inpartnership with State Library of Victoria/VICNET. (2) LIAC has been in operation for ten years and in 2000 had apresence in 61 NSW public libraries and in that year fielded 19 000enquiries. References Bunker, P (1995) 'The system is installed, now for thetraining', in Synergy The enhanced result of two or more people, groups or organizations working together. In other words, one and one equals three! It comes from the Greek "synergia," which means joint work and cooperative action. in Sydney 1995: Proceedings of the sixthAsian Pacific Specials, Health and Law Librarians' Conference,Sydney 27-30 August 1995. Sydney: Organising Committees of theConference. Chavez, GT (2001) 'Workforce training and development inselected public libraries throughout the state of Oregon', RuralLibrarian 21 (1): 25-46. Cullen, R & H Cheng (1999) 'The use of new technologies inreference and information work: a survey of training needs in China andNew Zealand', Asian Libraries 8 (6): 195-214. Dyckman, L (1995) 'Beyond 'First you push this button,then ...': a process-oriented approach to teaching searchingskills', in Martin, L (ed) Library instruction revisited:bibliographic instruction comes of age. Haworth Press. Friend, L (1990) 'Online searcher education and training:options and opportunities', in Katz, B (ed) Continuing education continuing education:see adult education. continuing educationor adult educationAny form of learning provided for adults. In the U.S. the University of Wisconsin was the first academic institution to offer such programs (1904). ofreference librarians. New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Haworth Press. Jones, B & M Sprague (1998) 'Computers, change and thetraining challenge', Personnel Training and Education 15 (3) 6-8. Jones, B & M Sprague (1999) 'Enabling users to learn ITskills' Library Association Record 101 (2), February. Jones, B et al (1999) Staff in the new library. Skill needs andlearning resources. Findings from 'Training the future', apublic library research project. Boston Spa This article is about the village in West Yorkshire, UK. See also Boston (disambiguation) : British Library Researchand Innovation Centre. Kajberg, L (1997) 'Emerging public librarian roles andskills', Librarian Career Development 5 (1): 12-22. Kendall, M (2000) 'Changes through IT in public libraries:advantages of carrying out research via a training course' Libres10 (1) March 31, ftp://curtin.edu.au/ pub/libres/LIBRES10N1/kendall.htm LIC (Library and Information Commission) (1998a) Building the newlibrary network. http://www.lic.gov.uk/publications/policyreports/building/index.html LIC (Library and Information Commission) (1998b) Public librarynetwork: report on ICT training needs. London: Library and InformationCommission. McKibbon, E (2002) Personal communication regarding LIAC withMarion Bannister, 3 May. Matthews, P (1997) 'An investigation into Internet trainingfor academic library staff', New Library World 98 (1134) 84-97. Mosby, A & G Hughes (1990) 'Continuing education forlibrarians--training for online searching', in Katz, B (ed)Continuing education of reference librarians Press New York: HaworthPress. Palmer, J (1996) 'Skills for the millennium--the librarian ofthe 21st century', Librarian Career Development 4 (1): 13-17. Popp, M & A Fazle Kabir (1990) 'CD-ROM sources in thereference collection: issues of access and maintenance', in Pearce,S (ed) Weeding and maintenance of reference collections. New York:Haworth Press. Rodwell, J (2001) 'Dinosaur or dynamo dynamo:see generator. DYNAMO - DYNamic MOdels. A language for continuous simulation including economic, industrial and social systems, developed by Phyllis Fox and A.L. Pugh in 1959. ? The future for thesubject specialist reference librarian', New Library World 1021160/1161 48-52. Twidale, M & D Nichols (1998) 'Designing interfaces tosupport collaboration in information retrieval', Interacting withComputers 10: 177-93. Williamson, K et al (2001) 'Trialling online databaseresources in public libraries: issues for reference staff'. InRevelling in reference 2001. Reference and Information Services See Information Systems. Sectionsymposium proceedings. Held at Victorian University of TechnologyConference Centre, 12-14 October, 2001. Kingston, ACT: ALIA: 171-177. The authors are members of the research group Information andTelecommunications Needs Research (ITNR), a joint venture of MonashUniversity (MU) and Charles Sturt University Charles Sturt University (CSU) is an Australian multi-campus university in New South Wales and the Australian Capital Territory. It has campuses at Bathurst, Albury-Wodonga, Dubbo, Orange and Wagga Wagga. (CSU See DSU/CSU. 1. CSU - California State University.2. CSU - Cleveland State University.3. CSU - Channel Service Unit. ). The Director, DrKirsty Williamson, holds appointments at MU and CSU and Marion Bannisteris based at CSU. The present article reflects the philosophy of ITNRwhich has a specifically 'user' focus in relation toinformation and telecommunications needs of community groups. School ofInformation Management and Systems Level 7, 26 Sir John Monash General Sir John Monash GCMG, KCB, VD (27 June 1865 – 8 October 1931) was an Australian military commander of the First World War. Early lifeMonash was born in Dudley Street[1] DyeMonash University Caulfield East Vic 3145 ph 03 9903 1083 fx 03 99032005 kirsty.williamson@sims.monash.edu.au: http://www.infotech.monash.edu.au/itnr/