Forming a New Information Services Section: A Case Study--Parliament of the Republic of South Africa.

Autor/inn/en	Ntunja, A.; Gabriel, L.
Titel	Forming a New Information Services Section: A Case Study--Parliament of the Republic of South Africa.
Quelle	(1999), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Information; Case Studies; Foreign Countries; Government (Administrative Body); Government Libraries; Information Processing; Information Services; Information Technology; Legislators; Library Development; Organizational Development; Research; Users (Information); South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Government; Regierung; Staatliche Bibliothek; Informationsverarbeitung; Informationstätigkeit; Informationstechnologie; Bibliotheksplanung; Organisationsentwicklung; Forschung; Benutzerprofil; Nutzer; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The South African Library of Parliament and Research unit has devoted considerable time and money to improving its research and library services for members, committees, and management of Parliament. The Library and Research Units have recently re-structured and re-designed services and information products, engaging in collection development policy, stock-taking and weeding, upgrade of the information technology infrastructure, and changes of the organizational structure to reflect the newly formed Information Services Section (ISS). The aim was to create an ISS that will facilitate the work of members, committees, and management of Parliament by gathering, analyzing, and disseminating relevant information in a non-partisan, easily accessible, and understandable format. This paper presents a case study of the formation of the ISS. Topics covered include historical background, unified information service, information processing, the benefits of parliamentary information service, and information technology. (Author/MES)
Anmerkungen	For full text: http://www.ifla.org/IV/ifla65/papers/146-69e.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC