The Australian Library Journal
Volume 52 Nš4 Novmeber 2003
[ full text ]
John Levett
A century of pay inequity: is the end in sight?
Irene Bonella
Formalised disadvantage in female remuneration began in Australia in 1907 with the Federal 'Harvester Case' decision, which set in law the differential between male and female wages. It established a basic wage for males on the basis of their 'breadwinner' status. Further decisions of this nature followed. Throughout the second half of the twentieth century women have struggled to overcome the disadvantage imposed during the earlier decades.
[This paper began life as part of the requirement for a Masters Degree at Charles Sturt University, Riverina. Subsequently revised, it was submitted for consideration in the Jean Arnot Memorial Fellowship award in 2003. The author, Irene Bonella, was judged joint winner of the Fellowship in May 2003. The other successful paper was also written on the subject of pay equity].
[Full-text]
Unmediated document delivery: the issues and possibilities
Jackie Bowler
Reviews the literature on unmediated document delivery in the light of pressures on journal subscriptions and fully-mediated inter-library loans services. Examines the question: do users and libraries benefit from unmediated document delivery?
[Full-text]
Bedding down the embedding: IL reality in a teacher education program
Helen Hobbs and Tania Aspland
Queensland University of Technology (QUT) is one of Australia's largest universities, enrolling 30 000 students. Our Information Literacy Framework and Syllabus was endorsed as university policy in February 2001. QUT Library uses the Australian Information Literacy Standards as the basis and entry point for our syllabus. The university-wide information literacy program promotes critical thinking and equips individuals for lifelong learning (Peacock, 2002a). Information literacy has developed as a premium agenda within the university community, as documented by Judith Peacock, the university's information literacy co-ordinator (Peacock, 2002b).
[Full-text]
Reading: defending a vital operation in a time of complex narrative forces
Bonna Jones
In a time of complex narrative forces we see the evolution of argument regarding freedom of the market and free access to information. Freedom to read in broader conversations, such as philosophy, must be defended. A particular philosophical stance is advocated, enabling the defence of freedom to read within the profession of librarianship, a freedom that has now been upstaged by an emphasis on information. It is argued that reading is a process that we need in order to contextualise the force of the assertion that the market must be free to operate without constraint.
[Full-text]
Are the deaf a disabled group, or a linguistic minority? Issues for librarians in Victoria's public libraries
Karen McQuigg
Presents a brief overview of the sociological forces shaping the discourse of disability; examines the part that public libraries have played, or failed to play, in addressing issues of exclusion as they relate to people with disabilities. Focuses on Australia's deaf community and its particular informational needs. The low impact of the Disability Discrimination Act on public library services in Victoria is examined and comparisons made with some American public library initiatives. The author suggests improvements to services to individuals with disabilities including the deaf, and the importance of public libraries formulating Action Plans which address the issue of exclusion, is discussed.
[Full-text]
Cultural implications of a global context: the need for the reference librarian to ask again 'who is my client?'
Carolyn McSwiney
Globalisation provides the contextual framework for cultural changes in the library user group. In order to be more effective, and realistically, more client-focused, the reference librarian is challenged to ask again 'Who is my client?' in this changing context. This paper presents a practical response to cultural change and suggests ways of moving towards understanding this context.
[Full-text]
|
