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This publication is based on a research thesis which examined self‐help ethnic minority organisations and their activities in order to construct an accurate picture of the library and information needs of their members. It identified the kinds of co‐operation that existed between self‐help ethnic minority organisations and public libraries and other relevant official agencies. A series of models for co‐operation that could take place between public libraries, other relevant agencies and self‐help organisations was constructed.

Problems posed by the provision of material for Indic‐speaking ethnic groups included the formulation of cataloguing and transliteration schemes and ways of announcing material to user communities. The London and South Eastern Library Region (LASER), recognizing the needs for simplified schemes, surveyed all its member libraries and set up a scheme, the Co‐operative of Indic Language LASER Authorities (CILLA), using mother‐tongue speakers to catalogue and select material in their own languages. CILLA developed cataloguing and transliteration standards based on consistency, ease of use and accuracy, and the production and publication of a printed quarterly booklist has extended the reach of the scheme. The need is seen to provide similar, easily digestible aids for non‐Indic language speakers, while self‐help and co‐operation, proved to work by CILLA, will enable UK libraries to utilize available stock.

Kenneth Cooper, Chairman of the Working Party appointed jointly by the Library and Information Services Council and the Research and Development Department of the British Library, held a Press Conference on 19 February to introduce its report, published that day. The meeting took place in his office and, in the event, was attended by representatives of only NLW, the LA Record, and three national newspapers — a cosy occasion!

There was a time — some might say a blessed time — when our professional curricula were assumed to be resting securely on the bedrock of a European culture. It was further assumed that this Eurocentric culture was eternally self‐subsistent, and not contingent upon, or indebted to, any source outside itself. For a considerable time our professional curricula were a pale derivative of this humanistic culture; many readers may remember the Library Association's Registration Examination in English literature. This paper consisted of a hefty gallop from Chaucer to the present day — a gallop that usually left quite a few riderless horses wandering aimlessly round the course. The curriculum was ill‐conceived, and it was badly taught; nonetheless in its own limited way it helped to make students aware of aesthetic values and imparted, however vaguely, a sense of the history of ideas. Book selection was considered to be an important activity and it was fashionable to agonise whether the ideal librarian should be an administrator or a bookman (sic). Then came the impact of technology. Librarians became information managers, the organization of knowledge became information management and we witnessed the re‐emergence and ascendancy of Benthamite man. Indeed, old Jeremy would have been proud of us as we enthusiastically adapted his famous “felicific calculus” to the measurement of user satisfaction. By this time the “user” as a concept had mutated from being a “borrower”, or even a “reader” and the information‐gathering behaviour of human beings had become a special study of its own. If this potentially valuable study is ever to be enlightening and productive it must include all kinds and conditions of people in varying contexts of cultural change and linguistic settings. It is tempting to limit the analysis to a ruler and stopwatch approach to specialized groups in readily definable roles; the approach has a tidy look about it and is more susceptible to the methodologies of the sciences and social sciences. Such an approach encircles reality as a doughnut does its hole; it is an approach that is doubly deceptive because it has the appearance of being scientific.

Library services to meet the needs of ethnic minority groups are described, along with the guidelines within which librarians operate in the development of multicultural library services. The needs of ethnic minority groups are identified and the ways in which these needs can be met by the public library are demonstrated.

Begins by defining the term “ethnic minority group”. Racism and bias in children′s literature are seen as a major issue, with the lack of black studies′ non‐fiction and Eurocentrism in existing history and science stock being a key issue for some potential users. Sees the absence of appropriate periodicals, music cassettes, film videos and print material as a barrier to use, particularly to speakers of lndian subcontinent languages. The absence of multilingual guiding and staff knowledgeable both in languages and race relations is also seen as a factor affecting library use. Discusses racist terminology in the subject catalogue, and the special needs of Muslim women. Concludes that although barriers do exist, there are many positive initiatives under way to combat them successfully.

I DID NOT, in fact, spend the second half of May prone under a pastis barrel in South Brittany, as I forecast in the last issue, but only because the stuff does not, apparently, come in barrels, but in comfortable‐sized bottles, and very nice too! I can report that the weather was exactly what I had always believed to be the norm in late Spring (ie recent British November fare), that the French, who are pretty awful really, would like us to stay in the Common Market because, although they think we have gone mad, it is only thanks to Britain that nazism was broken, and that if you listen to BBC Radio 4's 6 o'clock news while sitting placidly in the sunshine of a Breton evening, you rapidly realise that the French are quite right, and that the British have gone stark raving mad. Try it!

This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian scholars – whether Canadian by birth or naturalization or just as a result of their geographic location – who have contributed to the vibrant and robust academic discipline that is the sociology of sport in Canadian institutions coast-to-coast, and who have advanced the socio-cultural study of sport globally in substantial ways. This chapter does not provide an exhaustive description and analysis of the past and present states of the sociology of sport in Canada; in fact, it is important to note that an in-depth, critical and comprehensive analysis of our field in Canada is sorely lacking. Rather, this chapter aims to highlight the major historical drivers (both in terms of people and trends) of the field in Canada; provide a snapshot of the sociology of sport in Canada currently; and put forth some ideas as to future opportunities and challenges for the field in Canada.

This chapter consists of two reflective accounts from Slovenia. Both accounts are connected with Barica Marentič Požarnik, who in Part I of this 30th anniversary volume directly linked her personal professional development to the International Study Association on Teachers and Teaching (ISATT) during its emergent years as an organisation. In this chapter in the fifth and closing section, Marentič Požarnik’s counterparts follow in the footsteps that their senior colleague and mentor planted and make tracks of their own. They crystallise how ISATT has affected their professional development and influenced their lines of research as they - and ISATT - press towards the future.