Argues that three tenets of the traditional wisdom about teacher questioning are based on inadequate research: (1) it is useful to classify questions as fact (lower level) or reason (higher level); (2) higher level questions are better; and (3) questions are good in general because they stimulate thought. (MBR)

From the library's viewpoint, collection growth and the need to frequently update index terms make automation almost inevitable. But this triumph of technology over print is hard on scholars, who find microforms and printouts difficult to read and who cannot browse a database like a shelf or card catalog. (SJL)