Browsing by Author "Lilley, Spencer C"

Now showing 1 - 7 of 7
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    Aurora Leadership Institutes: Assisting future leaders to maximise their leadership skills and potential
    (2008-01-30T02:45:37Z) Lilley, Spencer C
    This paper provides background information on the Aurora Leadership Institutes and the Aurora Foundation. The latter part of the paper focuses on the looming leadership crisis in the library profession in New Zealand and overseas and identifies several strategies that require implementation to ensure that the crisis is averted.
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    Closing the gaps: Maori and information literacy
    (2008-01-30T03:09:42Z) Lilley, Spencer C
    This paper focuses on the reasons why information literacy is a concept that has yet to make an impact on Maori. Although Maori participation as librarians and library users has increased dramatically over the last decade there are still a range of barriers that continue to inhibit access to library and information services for Maori. The relevance of these barriers to the 'information literacy divide' are analysed and actions are identified which will allow a strategy to be created to close the gap.
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    Indigenous intellectual and cultural property rights
    (2008-01-30T22:17:12Z) Lilley, Spencer C
    1999 heralds the beginning of the United Nations Decade for Indigenous Peoples. A number of issues will be highlighted throughout the decade and new opportunities will emerge. In recent years both Australia and New Zealand have witnessed a rebirth of interest in indigenous issues. One of the more complex issues that has emerged has been that of cultural and intellectual property rights. Assertion of property rights over traditional forms of knowledge will become one of the leading challenges for indigenous peoples during this decade. Indigenous intellectual and cultural property rights do not fit neatly into western legal frameworks and this therefore leaves the knowledge of indigenous peoples vulnerable to exploitation. Indigenous peoples are establishing their own networks and working through international organisations such as the United Nations Working Group on Indigenous Populations to identify sectors where cultural and/or intellectual property rights are being compromised. Libraries and information centres store and provide access to a variety of resources that fall into the category of intellectual and cultural property and this will subject our sector to intense scrutiny. This paper will identify what constitutes cultural and intellectual property rights, how it conflicts with western law, and what the implications for libraries and information centres are.
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    The information seeking behaviours of Māori secondary school students : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatū campus, New Zealand
    (Massey University, 2010) Lilley, Spencer C
    Current knowledge of the information seeking behaviour of Māori secondary school students is extremely limited. The objective of this study was to determine how Māori students access and use information to make sense of the two worlds they live in. The research results demonstrated that they have a distinct preference for seeking information from other people, rather than print and electronic sources. A key part of the information behaviour involved exchanging and sharing information within and between social networks. Fisher’s information grounds theory was used to investigate and interpret the information networking behaviour. The study was conducted using a mixed methodology and determined that the students participated in social networks in three different zones, at school, in social and virtual settings, and cultural situations. Each of these zones has sub-areas where information sharing and exchange transactions take place. At school the sub-areas are in formal and casual situations, and in the hostel zone. The social zones include shopping malls, foodcourts, ‘downtown’ destinations, cafes, parties, church and virtual environments. The cultural zones were identified as marae and whānau dwellings. The research results revealed that Māori students encounter a wide range of barriers in the process of seeking information, including not always being able to access the information they want due to its ‘unavailability’, or their perception that the information is incorrect. Access to information technology and the internet remain significant barriers for students to overcome. The study revealed that the types of barriers encountered by students varied according to the cultural context they were seeking the information in. It was found that individuals that have strong sense of their Māori cultural identity have an inner confidence that leads to them experiencing fewer information barriers when seeking information in the two cultural worlds they are part of. The study concludes by presenting a model that is created from the research data and is based on three tikanga Māori principles: the principle of kaupapa whakakaha (strength), the principle of kaupapa tuakiri (identity) and the principle of kaupapa atawhai (humanity). The principle of kaupapa whakakaha includes the values of rangatiratanga (self-determination), whakamana (status), pono (trust), wairuatanga (spirituality) and whakamowai (humility). The principle of kaupapa tuakiri includes the values of whakapapa (legitimacy), iwitanga (tribal pride), te reo (language), whanaungātanga (relationships) and kotahitanga (unity). The principle of kaupapa atawhai includes tau-utuutu (reciprocity), awhina (assistance), rehia (enjoyment) and tautoko (support). This model demonstrates that indigenous (in this case Māori) values are important factors in the successful sharing and exchange of information between Māori secondary school students. The result of this research is the discovery that Māori students who form social networks use these values as a basis for identifying the desired behaviours within their group and when interacting with other groups. Although there are fifteen values, it is not necessary for all of them to be present every time, as the gathering point and those who are there will determine which are relevant to that particular situation. The presence of the selected values within a group will determine whether it is a ‘safe’ environment for those present to exchange and share information,
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    Ki te Ao Marama, Ki te Ao Matauranga: Into the world of light, into the world of information
    (2008-01-30T22:33:38Z) Lilley, Spencer C; Field, Sheeanda
    As the largest provider of university education to Maori, Massey was challenged in 2003 by the newly appointed Assistant Vice Chancellor (Maori), Professor Mason Durie to become a university where Maori language and culture flourishes, aplace where Maori students are likely, a university where Maori will obtain relevant higher degrees, a university which has the teaching and research capacity to make a substantial contribution to Maori development and a university that provides academic leadership for Maori development. This paper focuses on the development of Maori services at Massey University Library to meet these challenges.
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    Reflections on professional training: A post-Auroran view
    (2008-01-30T22:44:38Z) Lilley, Spencer C
    This paper looks at the relationship between education for librarianship, professional development and leadership training.
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    The three INGs: Recruiting, training and retaining
    (2000) Lilley, Spencer C
    The purpose of this paper is to address the problem of firstly how we recruit Maori to our profession, train them in the range of skills required to be successful and lastly how to stop them leaving the profession. The preparation of this paper has been assisted through an informal email survey of Te Ropu Whakahau members. Comments from the survey are used throughout the presentation to illustrate a number of key issues that emerged from the survey results. Later in the presentation I will also provide examples of overseas initiatives to recruit ethnically diverse peoples to the Library profession.