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The inability of college‐educated men and women to find and utilize information relevant to a given problem has become a matter of increasing concern to librarians and others, including members of the United States government. The skill that is required for such proficiency has been called “information literacy.” So serious has the problem become that a large and growing body of literature on the subject has emerged.

A barrage of criticism has been leveled recently at those librarians championing the importance of bibliographical instruction and the reference interview. Some critics claim reference librarians, unable to restrain their “yen to teach,” insist on telling patrons which sources to use and which to avoid instead of providing them with requested materials. According to this view, instruction has replaced service, despite the evidence showing patrons prefer “user‐friendly CD‐ROMs such as Infotrac” to more traditional print reference services. In fact, claims one writer, the entire concept of the reference interview (or at least its present permutation) is a myth. Patron queries may need clarification, but no drawn‐out, analyzed interaction with patrons is mandatory for providing effective reference. Instead of posing counter‐questions, which may illustrate ineptitude as much as perspicacity, librarians should redirect their efforts toward mastering substantive knowledge.

The following annotated list of materials on providing library orientation to users and instructing them in library and information skills is the tenth annual review of this literature and covers publications from 1983. A few items have not been annotated because the compiler was unable to secure a copy of these items.

Academic librarians are frequently called upon to provide instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing bibliographic instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific bibliographic instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group instruction rather than individualized instruction, although much of the information will be applicable to both types.

Argues that the gold standard is the only monetary regime consistent with the philosophy of free enterprise and assesses the contributions of Friedman, Mundell and Hayek to monetary theory as supporters of the free market but opponents of the gold standard. Critically reviews the basic ideas of each and notes that Greenspan, while apparently endorsing the gold standard, has not actually used his position as chairman of the US Federal Reserve System to move towards it. Lists some economists who support both free enterprise and the gold standard as a “vital aspect of political economy”.

COMPUTER simulation techniques developed by Frazer‐Nash (Consultancy) Limited, of Kingston‐upon‐Thames, Surrey, are now available to designers to predict the probability of judder occurring in the rotating and slewing mechaniisms of cranes, manipulator arms and other gear‐driven machinery.

Academic dishonesty is a global challenge, with organizational and economic repercussions of the most undesirable kind. Worldwide, efforts are made to establish external and internal factors that contribute to the spread of unethical behavior, so that based on empirical evidence the most useful approaches to mitigating the phenomenon can be found. The present chapter has two major objectives. A first objective is to explore the steps taken by higher education institutions in Romania regarding the construction of an ethical infrastructure, highlighting the strengths and weaknesses. The author will refer to civil society initiatives and universities’ efforts, including legislative efforts. The second objective is to identify a set of lessons from international research that will support the intervention in the direction of building an academic ethical culture in Romania. Given the level of academic fraud demonstrated through research, the process of building university integrity is extremely difficult in Romania. The intervention of the political factors at the university level contributes to a great instability, sabotaging the process of implementing ethical standards. Ethics infrastructures from Romanian universities are incomplete, focusing on two formal components, namely the ethical code and the ethics commissions. There is no coherent chain of ethical decision, ethical management does not actually work. In conclusion, in Romanian universities, ethical principles are not a top priority, as they clash with organizational and governance practices.

The Fijian LGBTQI+ movement has significantly grown, shaped around a more significant Pacific identity. The participation of queer activists from the Indo-Fijian community, which represents about 35% of Fiji’s population, is limited, and the struggles, needs, and aspirations of this LGBTQI+ community are mainly invisible. This invisibility is framed within Fiji’s political conflicts. However, there is also a form of self-censorship due to cultural and religious barriers, as well as to dynamics that speak about the trauma of the indentured system and postcolonial violence. Contemporaneously, non-political spaces provide avenues for visibility. While some Indo-Fijian religious contexts welcome gender and sexual diversity forms, these are becoming visible aided by popular social media platforms and Bollywood cinema’s influence. This project explores the dynamics of the Indo-Fijian queer community within Fiji and its broader LGBTQI+ movement, aiming to identify barriers specific to their community and strategies for recognition, visibility, and participation in advocacy and activism. The project is approached as activist research and includes interviews and group discussions with Indo-Fijians self-identifying LGBTQI+.

The purpose of this paper is to advocate for change in academic library space assessment and use philosophy in favor of a more user-centered approach emphasizing space designed for and by users themselves. This goal is achieved by analyzing the implementation of a recent space assessment project at the University of Northern Colorado Libraries to investigate specific patterns of library space utilization.

This paper presents a case study for which data were collected through a multi-method approach, including flip chart and whiteboard questions, brief semi-structured “tabling” interviews, and more in-depth “roving” interviews.

The current library literature on space assessment does not encompass broader, more holistic approaches to how library space is used by students, faculty, staff and community users. The findings from this study highlight the diversity of ways patrons may use an academic library, many of which are related to academic work. However, visitors also come to the library for other purposes, such as socializing or attending an event. It is imperative that the space be adequately equipped to meet varied visitor needs and to create a welcoming environment for all patrons.

The paper has several implications for planning and managing the operations of medium-sized academic libraries. It contributes to the larger conversation in higher education about the importance of user research for enhancing visitor experience through data-informed decision-making. Furthermore, the project it details is not an isolated assessment effort but part of the library’s ongoing space assessment work.