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The purpose and the importance of information literacy initiatives continue to gain recognition outside the walls of libraries. The success of these initiatives depends largely on their integration into institutional curricula. Librarian outreach to faculty and academic departments is instrumental for successful integration. Student services divisions, however, are often overlooked as areas in need of librarian outreach and information literacy instruction. This paper will show how innovative outreach activities have helped to forge a partnership between the University at Buffalo Libraries and the University's Career Services Office.

A review of the literature reveals how instruction librarians have employed outreach activities to integrate information literacy into the curricula of biology, business, chemistry, psychology, and many other academic disciplines. Examples of integrating information literacy into academic programs are also in evidence.

The aforementioned partnership benefits university students, librarians, and career services personnel.

Integrated library instruction, information literacy workshops, collaborative collection development, and librarian reference hours in the career services office are among the positive outcomes of the study.

The purpose of this paper is to examine the prospects and benefits of collaborating with student services organizations in order to integrate information literacy and instruction services into pre‐existing academic programs and services.

The paper begins with a literature review of recent library collaborations with student services areas such as international student centers, study abroad, multicultural student services, career services and writing centers, and then outlines a general rubric employed at the University of Illinois used to develop, implement and assess library partnerships with these student services units.

A current literature review reveals a new and often overlooked information literacy niche that exists within the student services realm. These collaborations are generally welcomed by the partners, heighten students' access to information, and incorporate information literacy objectives into students' lives beyond the classroom.

This paper highlights an often overlooked area in student services units for collaboration on information literacy programming and the number of positive associated outcomes.

This paper describes a new and unique approach to connecting students with the library's services beyond the traditional faculty‐based approach.

The purpose of this paper is to report on how researchers at Penn State University used video screen capture technology to learn more about student usage of the library's databases.

The process of identifying and implementing a novel way to capture and analyze the human‐computer interaction is outlined and discussed.

Because of the drawbacks associated with both formal, direct physical observation of research participants and videotaping participants, video screen capture technology is chosen as a better way to track human‐computer interaction.

Video screen capture technology is an inexpensive, user‐friendly way to enhance electronic resource usability studies in any library. Research files can be easily exported into coding software for data analysis.

The paper examines a new, non‐invasive way to capture student research behavior. It shows how any library could use this same technology to conduct research on how their resources are being used by their user population.

Using visual materials to understand a social object requires the researcher to know that object's purpose, and this is true whether the object is an artifact, a restricted event, a small social world, or something as massive as the modern city. I argue that the purpose of the city as a settlement is driven by the need to safely sleep in peace at night while satisfying other basic biophysical needs during the day as conveniently as possible. An examination of these needs identifies 10 functional prerequisites for human settlement, entangling its inhabitants in involuntary community with entities and events other than themselves, whether they like it or not. In addition, the rise of the modern city exacerbates the challenge of living in a reluctant community and pressures its inhabitants to come to terms with the consequences for how these relationships affect daily life. I highlight nine challenges posed as questions that have been particularly salient in American urban history since the mid-nineteenth century. How these challenges have been addressed indicates not only what it takes to make a modern city a settlement suitable for satisfying human needs, but also just how deeply invested its residents are in making the city work. Finally, the 10 functional prerequisites and nine moral challenges not only provide a framework for researching the city, but also suggest a coherent outline for imagining a “shooting script” or guide for conducting visual research.

Appraises the scope for cost‐effective government intervention into the mobilization of resources for training, examining measures catalytic in nature as well as direct interventions. Asserts that economic recession and shrinking government revenues have led to a reconsideration of the role played by the state in training provision and to a growing acknowledgement and appreciation of the role of the private sector. Suggests that although the documentation is incomplete, the government is, and has always been, the junior partner. Discusses how training is financed by the private sector. Analyses situations where privately financed training provision may be sub‐optimal in scale and where there are grounds for government intervention. Addresses the issues of how best to provide financial incentives and mobilize the resources required for financial intervention.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to focus on the development of a thorough method for the macromechanical analysis of fabrics.

The homogenization method was implemented for the generation of continuum equivalent model for the plain woven structure. Keystone of the method is the mesomechanical analysis of the textile unit cell for the evaluation of the apparent properties and the generation of an equivalent macromechanical model supporting the mechanical performance of the structure. The finite element method (FEM) using beam elements was applied for the mechanical analysis of the discrete model of the unit cell and the FEM using shell elements was applied for the analysis of the continuum macromechanical model.

The tensile, shear and bending test of the unit cell were simulated. The constitutive equations of the continuum model were formed considering equivalent performance with the discrete model.

The reliability of the equivalent model in tensile, shear (in‐plane) and bending (out‐of‐plane) deformation was achieved even for asymmetric woven structures. The low computational power demanded for the meso‐ and macro‐mechanical modelling and analysis is a beneficial feature of the proposed method.

The purpose of this paper is to mitigate the dearth in the library literature of large‐class, active learning pedagogies, by providing examples of these instructional approaches used in mega‐classes within the science, humanities, and education fields, for application within the library environment, specifically in large information literacy instruction sessions.

The author surveys both the library and science and education literatures, comparing coverage of active learning approaches in the professional literatures of each.

Although the library literature enthusiastically supports active learning approaches to teaching information literacy in theory, there are statistically few librarians who employ these learning modalities in their teaching. There are hardly any examples in the library literature of librarians using large‐class, active‐learning pedagogies. This article discusses some of the reasons behind librarians' reluctance to use active learning techniques and offers pragmatic suggestions from the literature of the sciences and education to alleviate this reticence.

This paper helps fill in the gap in the library literature discussing large‐class, active pedagogies for information literacy instruction. It offers some practical solutions from within the non‐library literature to some of the pedagogical obstacles inherent in mass classes, making explicit applications to information literacy instruction.

This chapter explores the symbolic connections between coming of age liminality and identity-oriented consumption practices in postmodern American culture, specifically among adolescent girls.

Forty-two female participants (ages 20–23) participants were asked to answer the general question of “Who am I?” through creating identity collages and writing accompanying narrative summaries for each of three discrete life stages: early adolescence (past-self), late adolescence (present-self), and adulthood (future-self). Data were analyzed using a hermeneutical approach.

Coming of age in postmodern American consumer culture involves negotiating paradoxical identity tensions through consumption-oriented benchmarks, termed “market-mediated milestones.” Market-mediated milestones represent achievable criteria by which adolescents solidify their uncertain liminal self-concepts.

In contrast to the traditional Van Gennepian conceptualization of rites of passage, market-mediated milestones do not necessarily mark a major transition from one social status to another, nor do they follow clearly defined stages. Market-mediated milestones help adolescents navigate liminality through an organic, nonlinear, and incremental coming of age process.

Rather than traditional cultural institutions (e.g., church, family), the marketplace is becoming the central cultural institution around which adolescent coming of age identity is constructed. As such, organizations have the power to create market-mediated milestones for young people. In doing so, organizations should be mindful of adolescent well-being.

This research marks a turning point in understanding traditional rites of passage in light of postmodern degradation of cultural institutions. The institutions upon which traditional rites of passage are based have changed; therefore, our conceptions of what rites of passage are today should change as well.