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Librarians working in public service posts are well aware that students possess varying levels of library skills. High school librarians bemoan the fact that students seem to have learned little about libraries during their elementary school years, college librarians bemoan secondary level preparation, and all librarians wonder at the assignments students bring with them. The assignments seem to range from trivia quizzes to inappropriately advanced research tasks, and, inevitably, the students seem to lack complete information and adequate direction.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twentieth to be published in Reference Services Review, includes items in English published in 1993. A few are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.

Examines the characteristics of bibliographic information retrieval systems, particularly online public access systems, in terms of the difficulties children have in using them. The specialized focus of library and information science, the highly abstract nature of bibliographic representation, and the evolving cognitive development of children are all contributing factors to these difficulties. Describes recent research and development in interface design, followed by implications for the design of Internet navigators. The new generation of Internet browsers can give students the ability not only to search for information, but also to create and disseminate information using the same medium. Such capacity adds a significant dimension and new meaning to the concept of information retrieval. Concludes that thoughtful and developmentally appropriate interface design is critical to the success of children′s use of this powerful new resource.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the fifteenth to be published in Reference Services Review, includes items in English published in 1988. A few are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills that are related to retrieving and using information. This is the fourteenth review to be published in Reference Services Review and lists items in English published in 1987. A few items are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the sixteenth to be published in Reference Services Review, includes items in English published in 1989. A few are not annotated because the compiler could not obtain copies of them for this review.

While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow’s educators, represent a useful object of study. The purpose of this paper is to describe preservice teachers’ critical thinking skills scores notably regarding environmental factors (training type, country of study and employment) and personal determinants (metaliteracy self-efficacy and belief in the likelihood to become a teacher) in three French-speaking nations (Wallonia, France and Quebec).

Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers’ (n = 245) critical thinking in three French-speaking nations: Wallonia, France and Quebec. This study aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy (MASE). Metaliteracy is a concept that aims to join information, digital and media literacy providing a comprehensive framework “for engaging with individuals and ideas in digital environments” (Mackey and Jacobson, 2011, p. 70).

This study establishes the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. This study proposes a model predicting the critical thinking skills based on self-efficacy in critical thinking and metaliteracy, the type of training and the interaction between employment and the country of study.

Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between MASE and critical thinking skills. Pre-service teachers’ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.

The purpose of this paper is to explain a recently adopted Ordinance (the “Reform Act”) and amendments to the General Regulation of the Autorité des Marchés Financiers (AMF) intended to improve the competitiveness of the French financial market and to harmonize the French regulatory definition of a public offering with the European Union definition under the Prospectus Directive.

The paper explains requirements of the European Union Prospectus Directive, related provisions of the French Reform Act, and certain clarifications provided by the Committee of European Securities Regulators (CESR); discusses the scope of the private placement exemption in France, including definitions of “qualified investors” and a “restricted group of investors”; explains the role of financial intermediaries and how their marketing activities must be structured to avoid losing the benefits of the private placement exemption; interprets loosely defined AMF policies on the resale of securities under the private placement exemption; details exemptions for investment service providers providing asset management for third parties and for “local” offerings; and explains limitations on the private placement exemption posed by the French public offering rules.

France has recently amended its public offering regime to further harmonize it with the Prospectus Directive and make the French financial market more attractive to foreign issuers. Additional amendments to the EU Prospectus Directive are expected, which will result in further changes to French private placement regulation.

The paper provides practical guidance from experienced corporate and securities lawyers.