Reviews programs aimed toward building of national database--RECON Working Task Force's Study of feasibility of converting the retrospective records of the Library of Congress, Cooperative MARC (COMARC), REMARC, and CONSER (continuing effort to build national database of serial records). Current efforts contributing to the evolving network are…

Focuses on the purpose of the Canadian School Library Association and on its activities in five areas: school library standards, qualifications of teacher-librarians and library staff, professional development of teacher-librarians, information exchange among teacher librarians and other educators, and lobbying. (SB)

Presents a series of recommendations for the successful organization of visits by authors of children's books to school libraries or gatherings of teachers and librarians. Identifying an author's publisher, arranging a visit, purchasing books, scheduling activities, and costs and accommodations are discussed. (JL)

Briefly discusses the nature of networks and outlines the functions and services performed by networks within the educational community. Specific emphasis is placed on the importance of networks to libraries and other organizations which are providers of educational information. A seven-item bibliography is included. (JL)

Methods for determining core anthropological journals are reviewed, including basic lists, user studies, and citation analysis. Merits and limitations of each method are assessed. Twenty-six references are cited. (EJS)

Explores the effects of library use on both capacitance and laser-optical videodisc systems and outlines proper cleaning, servicing, and storage techniques. The article is excerpted from "Conservation in the Library," a book edited by Susan Swartzberg. (Author/JJD)

Reviews concepts of information management and discusses factors associated with transition from librarianship to information resources management, including values and attitudes, the corporate environment, and information technology now and in the future. Nineteen references are listed. (EJS)

This study analyzing library position vacancies advertised in Library Journal indicates that job opportunities are entering a period of marked decline. Four tables of data and a graph depict the trends, and six references are listed. (RAA)

Discusses the impact of federal legislation for the handicapped on various facets of library education, particularly modification in curriculum content, media formats, and access to programs and services. Emphasis is placed on the need to modify stereotyped attitudes toward the handicapped. Twenty-eight references are listed. (FM)

Explores complexities of book controversies in Canadian schools. Canada lacks clear guidelines for addressing issues of schools and religion and an authoritative codification of fundamental human rights; thus Canadians fighting censorship must do so ad hoc. (WD)

Listed separately by grade level (K-6) are activities for promoting National Library Week. Included are sewing projects, puppetry, murals, wood projects, bumper stickers, and pairing older with younger students. (KC)

Data gathered from a sample of 179 students at the College of Library and Information Science, University of Maryland, supported hypotheses relating field dependence/field independence to functional and institutional preferences and to undergraduate majors. (RBF)

Identifies policy matters to be addressed in establishing policy for computer based reference services: background and objectives; service organization and modes of operation; staff selection; training and personnel issues; service procedures; and specific search policies. Six sources are listed. (RBF)

Summarizes the history and provides an overview of federal and provincial depository systems in Canada, with particular attention to developments in the late 1970s. The crisis of 1978-79, which threatened the loss of depository status for many libraries, is discussed. Nine sources are listed. (RAA)

Discusses the learning process and factors which generally determine how much is learned, i.e., content, the librarian's style, the learner's attitude and ability, and the environment. Suggestions are provided for dealing with these factors in planning library instruction. (LLS)