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Project URL originated while identifying electronic resources that promote access to information about integrated online library systems (IOLS). Over 40 students, enrolled in a Web‐based asynchronous distance learning graduate level course “Library information systems”, searched the Web for resources that contribute to IOLS. Several hundred sites were initially identified, together with the difficulties associated with such a large set of unorganised pointers to Web‐based resources. A project team was assembled to organise unique URLs as identified by fellow students, adding value and commentary to those sites that met certain criteria of excellence. The product is a metasite of URLs that points to information about IOLS vendors, electronic journal titles and specific e‐journal articles addressing IOLS topics of interest, and general information sources that might be accessed by library professionals involved in decision‐making processes for integrated library systems. Recent efforts have been made to add to this base of IOLS resources. Future revisions are also discussed.

The introduction of Web‐based course instruction into an existing degree programme offers the opportunity to re‐examine models supporting learning and the transfer of knowledge among students enrolled in such courses. By removing the barriers of time and place, instructors can create and sustain student learning communities supported by interactive communication tools grounded in asynchronous learning models. The instructor’s role moves to that of a facilitator who seeks to stimulate interactions between students and between students and the instructor, in the pursuit of improved learning and knowledge base construction.

Web‐based technologies are rapidly becoming an integral part of the business fabric, interwoven into most departments and functional areas. However, the consequences of adopting these innovations, such as anticipated versus unanticipated and desirable versus undesirable consequences, warrant further exploration. This paper describes the experience of a contract service business after adopting a Web‐based collaborative technology to share information throughout the firm. User perceptions and attitudes towards this technology and its impact on time, control, and organisational change were explored via qualitative interviews. The results suggest that there were a number of consequences relating to these dimensions. We reflect on these consequences and offer suggestions based on the generalisability of the results. Further studies are identified that extend the exploration into the impact of Web‐based collaboration.

The goal of Project DL (www.coe.missouri.edu/∼is334/projects/Project_DL) is to provide an integrated resource where diverse information sources on the topic of digital libraries may be brought together in a single navigable Web site. The intent is to use the site as a learning tool to support exploration of selected research and development activities associated with digital libraries, and to facilitate end user interaction with the content of these various resources. The focus of this site is on accessing digital library collections as well as information resources related to the study of digital libraries. As such, the Web site is segmented into three distinct but integrated sections: digital library collections, digital library resources and digital library Web sites. This paper presents an overview of those three sections, their development, and the organisational considerations associated with each of the sections. The paper concludes with a special emphasis on the design considerations for creating a searchable Web version of digital library Web sites.

A session at the recent National Online Meeting in New York, chaired by Laurence Lannon of DynCorp ATS, looked at the subject of electronic publishing and electronic delivery. The speakers were Bill Thornburg of Dataware Technologies Inc., Carol Tenopir and Donald King of the University of Tennessee, Thomas R. Kochtanek of the University of Missouri, and Mounir A. Khalil of the City College, City University of New York.

This paper presents the current status in the development of the ongoing project now known as Project i‐DLR. The content of this “pointer site” includes resources pertaining to digital libraries organised using an educational framework for access. The paper describes the five‐stage evaluation of that educational digital library resource (www.coe.missouri.edu/ rafee/idigital libraryR/index.php). The focus of this particular effort is on the continued development and refinement based on the recent evaluations of this resource by end users seeking to access digital library resources. The five evaluation methods are presented and described, beginning with focus group reviews, Web log analysis, database transaction logs, a Web survey, and most recently, a remote usability evaluation. As the resource continues to grow in both breadth and depth, such analyses are critical to continued refinement of the interface, the sources themselves, and the manner in which they are organised and presented.

At this year's National Online Meeting a panel chaired by Pamela Cibbarelli (Cib‐barelli Associates) and consisting of Ching‐chih Chen (Simmons University), Tom Kochtanek (University of Missouri‐Columbia), Tefko Saracevic (Rutgers University) and Carol Tenopir (University of Tennessee) discussed the topic of libraries present and future. The subject of library schools featured prominently in the discussion, and this was reported on in our last issue: the subject then turned to how the field is changing…

Debate at last month's National Online Meeting in New York included discussion on how the delivery of news information is set to change, how best to use the Internet for research, and fresh approaches to teaching students the intricacies of online searching. Paul Blake gives this account.

The Internet is now with us and as a result fundamental changes in information work encompassing the ‘virtual library’ and the ‘cybrarian’ are being forecasted. But how much of all this is hype — and have we not all been here before, when online in the shape of full‐text systems like FT PROFILE first arrived? And PROFILE has been with us more than a dozen years and, yes, the basic shape of the information service has changed as a result — a little more buying in of the full text and less indexing it yourself. Indeed it was the advent of full text information services that first enabled librarians to run a purely electronic library. Why then should we look to more fundamental changes as a result of the arrival of the Internet? Since business librarians have often been at the forefront of technological and management changes within the information world — the early learners — their experiences with the Internet are of interest to us all. Can they tell us where we are all going? Since the business sector is such a large and multivariate group the assertion has been tested out on just one sector — the banking and finance sector. There are sound grounds for choosing this sector, for it employs more information professionals than any other business field. It is also, perhaps, the most influential business sector since anything that happens in the banking world is soon felt by all those working in other areas. The largest proportion of information professionals in the banking and finance sector are based in the City of London. However, this group contains two diverse banking areas, namely investment and dealing. While many of the target group were involved in in‐depth project finance research, others had to answer questions on companies and currencies within minutes. The information professionals in this sector are under intense pressure to deliver quality information at speed. It was assumed that if the Internet was a welcome part of this environment, it would not be long before it was a staple part of any efficient library. And after all, unlike PROFILE, the Internet is free isn't it?