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How have the roles of cataloguers evolved over the past decade due to the impact of automation When cataloguers in academic libraries in England were surveyed it was found that 97 per cent work with a fully automatic online public access catalogue; all catalogue online, and share records with some bibliographic utility, of which RLIN and BLCMP are the most popular. Professional staff size had decreased at 50 per cent of the institutions with means of 4.5 professionals and 4.8 support staff members. The average percentage of professional cataloguers per library was about 53 per cent. Roles that were greatly expanded included cataloguing of digital documents and Internet resources, authority control, and database management. Of the respondents, 65 per cent are now involved in e‐mail discussion groups where ten years ago none were. Administrative functions have also increased as 50 per cent of the cataloguers are now heads of bibliographic access departments.

The precursor of Black History Month was Negro History Week, which was first observed in 1926. It was initiated by Carter G. Woodson, the “father of black history,” and founder of the Association for the Study of Negro Life and History. At that time, the study of black culture concentrated on Afro‐American historical figures. The civil rights movement in the United States and the decolonizaiton of Africa were decades away.

Suggests that access to and sharing of information resources are dependent on the automation of library operations and use of computers. Profiles characteristics of libraries in three African countries (Ghana, Kenya and Nigeria), with particular emphasis on the state of the art of technological capabilities. A very small number of libraries have online public access catalogues, and very few of the respondents to the survey reported here indicated that their staff members had an excellent knowledge of computers and computer functions. About 44 per cent of responding libraries own computers, and the most common microcomputer application is local database searching. Lack of funds and training in librarianship are two major problems, though the vast majority of librarians indicated a strong desire to further their education in librarianship. When planning automation, it is important for African librarians and computer scientists to get leaders in authority involved. Resource sharing and co‐operation among libraries need to be given serious consideration.

In surveying the state of the art of reference materials for children and young adults in both school and public libraries, it is necessary to reaffirm certain “givens” about such a broad field. As in any other library, selection depends so much upon the clientele. A K — 3 grade school would have simple encyclopedias (of which there are few), e.g. Childcraft (Field), the Golden Encyclopedias, picture dictionaries and similar materials. The K — 6 or the K — 8 would include these and increasingly sophisticated types of reference, depending upon budget and the reading or research interests of the children. For example, some elementary school age children seriously want to know “all there is” about solar energy, computers, transistors, comic books and beasts of the tar pits. Others want only “facts” about sports heroes, stamps, or other collectibles. High school students are interested in the same pursuits, many of them at a highly sophisticated level. Young patrons of public libraries, quite often, are either the most proficient in reading and research skills, or the most lacking in any kind of conceptual application. Therefore, reference collections for this widely spaced age group are diverse in definition, scope, and numbers of volumes. Indeed, some books at an elementary age level are designated reference for three major reasons: 1) to direct children to a book which they might want but cannot find unless it is limited in the place or time allowed for use (e.g. some books on codes); 2) books that are comprehensive and include a quick fact presentation (these are often found in the 500's, 600's, etc., as a general categorical statement, but such a location is not always understood by the very small child who wants information; or 3) the dictionaries, encyclopedias and other books of encyclopedia information as understood by adults but written on a very beginning level. Too often, a college or general public librarian does not understand the microscopic pieces of information that are reference in nature to the growing child. Ideally, this type of reference should be available in kindergarten or even in pre‐school with instruction in its use (which is “fun” oriented, for learning is fun to the small child) at the same school or pre‐school levels.

Lists of books in the various languages present another opportunity for co‐operation. To the unfortunate librarian, who is not a linguist the selection of these books becomes a nightmare. The ALA publishing board have tried to meet this need but the lists so soon grow out of date….

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.