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Over the past twenty years, bibliographic instruction has evolved from teaching students the mechanics of locating research materials to a process‐oriented approach that emphasizes analyzing research needs, framing a research question, and evaluating the search results. In the last decade alone, academic librarians have extended bibliographic instruction to cover online catalogs, CD‐ROMs, and database searching, in addition to teaching print resources and the card catalog. We are still defining a paradigm for teaching end‐users. Some of the assumptions associated with the teaching of print resources, for example, can be applied to the teaching of information technologies, while others cannot. Our efforts are further complicated by the rapid development of new types of technologies, by vendor refusals to adopt a standard command language or user interface, and by our patrons' varying responses to both computers in general and electronic research sources in particular.

By broadening the definition of information literacy to include classroom activities, the Association of College and Research Libraries’ (ACRLs) Information Literacy Competency Standards for Higher Education challenge academic librarians to reach beyond the library to teach critical thinking. This article explains how the American Social History Project’s New Media Classroom initiative fosters active utilization of primary sources on the Web. After placing NMC’s inquiry activities within educational, school librarian, and academic librarian debates, their use within women’s studies classes at Salem State College is demonstrated. It is argued that such activities help academic librarians to achieve parity with discipline faculty members by encouraging librarians to become integrally involved in classroom activities.

As technology changes, so do methods for delivering electronic information resources to library users. Describes Web‐based online public access catalogs (Web OPACS) and other Web‐based tools as gateway methods for providing access to library collections. Solutions for overcoming barriers to information, such as through the implementation of proxy servers and other authentication tools for remote users, are also addressed.

Career planning quickly becomes a search for information. This information is likely to be found in different locations throughout a community, school system, or college campus, and the library is one of these. While the library may not be the focus of career planning services, it plays a strong complementary role to established services. In particular, libraries can provide information that helps high school or college students or recent graduates explore their career options. This article will present a method for building library collections in career planning and suggest sources that help meet diverse student needs.

All of us in the library community are familiar with the impact of the MARC (machine‐readable cataloging) record on library operations. Whether we specialize in administrative, systems, public, or technical services, we recognize the MARC record as a standard data storage format that has made it easier to produce, store, and retrieve data. Few disagree that widespread adoption of the MARC record has enabled libraries to realize the full benefits of automation.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/02641619910299254. When citing the article, please cite: Nancy E. Elkington, Dennis Massie, (1999), “The changing nature of international resource sharing: risks and benefits of collaboration”, Interlending & Document Supply, Vol. 27 Iss: 4, pp. 148 - 154.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

In the Spring 1989 semester, the Interdisciplinary Studies Department of Salem State College first offered New Technologies for Information Retrieval. This three‐credit course provides an introduction to automated searching tools available to students directly at home or indirectly through libraries and colleges. Database searching, CD‐ROM, interactive videodisks, bulletin boards, electronic mail, and online catalogs are among the technologies discussed. This article will elaborate on the rationale, goals, development, execution, and outcomes of the course, and relate them to current discussions on the importance of expanding “information literacy” for students.

Many academic libraries are migrating to Web‐based online catalogs from traditional text‐based versions. These Web OPACs function as gateways to resources held not only locally, but beyond the library’s physical boundaries, using a Web browser as a common user interface. As library planners prepare to shift to a Web‐based online catalog, they face a range of complicated challenges. The coordinated efforts of staff throughout the library organization are required to implement the new paradigm. This article presents the issues that will be confronted in implementing a Web OPAC by systems, reference and cataloguing staffs.

Within the past few years, responsible educators, librarians, parents, counselors, social workers, therapists, and religious groups of all sexual persuasions and lifestyles have recognized the need for readily available reading material for lesbian and gay youth. Unfortunately, this material is often buried, because it is embedded in larger works. To meet this need, I have compiled and annotated 100 of the best works for young homosexuals, bisexuals, and heterosexuals. I have also included a few of the best works currently available on heterosexuality as a much needed source of knowledge for all young adults whether they are gay or straight, whether they remain childless or eventually become parents.