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WITHIN ACADEMIC libraries there is always the divide between postgraduates and undergraduates and it is inevitable that their needs differ, although one must remember that to become a postgraduate one will have been an undergraduate, at least in most normal circumstances. Many of the ideas and ideals put forward in this article can equally well apply to both categories in other subjects than law. However, it is true to say that law undergraduates usually have to deal with a subject which is a totally new concept which they have not usually studied at Advanced Level, so that special attention needs to be given to the basic concepts of law. Undergraduates' thoughts lead immediately to the next set of exams and how they can get hold of all the material required to pass these exams, especially in law which is heavily based on examinations. It is especially difficult to persuade undergraduates that they could perhaps find the cases they need in other sources than those on their tutorial sheets. They also believe that material should be there when they want it; they forget that there could be more than a hundred other people wanting the same volume.

ONE OF MY oldest friends in the profession of librarianship retires next month from the post he has held for the last 19 years —that of City Librarian of Westminster.

TWO Government reports in one week—one at first unobtainable because of a union dispute, the other a vast opus of three volumes, with three separate volumes of maps—this was the fate of librarians in Britain during the second week of June 1969. So long to wait for these reports of Dainton and Maud, then so much to read.

I HAVE sometimes been asked whether I am conscious, as the present editor of THE LIBRARY WORLD, of the spirit and influence of its founder, James Duff Brown, and of his editorial successors, who included J. D. Stewart and W. C. Berwick Sayers. The answer is that of course I am—how could it be otherwise?

THE MOST problematic aspect of compiling this bibliography was defining the areas of librarianship covered by the term outreach. This leads one to ask whether it should be necessary to draw a line between traditional library service and outreach activities. The answer to this is already becoming apparent. Activities which were previously defined by the terms of “outreach” or “extension” are now accepted as an essential element of the library service. If the public library service is to fulfil the function which its name implies this is a trend which must continue.

THE HARDCORE staff establishment at the Library Association has been in a positive tizzy of excitement since somebody ‘leaked’ to them a couple of months ago the news that NEW LIBRARY WORLD is to have a new Editor.

Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators.

This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence.

This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms.

The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Means, medians and SD for available socio‐economic status (SES) black‐white differences are here substituted for those of IQ in a between‐groups model published by the author over a decade ago. The goodness of fit of the SES variables used is compared with that for the earlier IQ data. Even when SES variables are relatively successful this can be viewed as additional evidence of the importance of IQ differences to black‐white differences in delinquency.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.