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Founded in 1980, Michigan Information Transfer Source primarily provides information services to corporations and industries for a fee. Requests requiring in excess of 15 minutes help are candidates for this service. This program complements and does not compete with other library programs and services. It is totally self‐supporting, although all staff are subject to University policies and benefits.

The aim is to provide an overview of the HathiTrust digital repository and assess the impact that intellectual property rights may have on its utility for ILL operations.

The authors use a case study approach based on their professional experience.

In order to make digital repositories such as HathiTrust useful for international ILL purposes, librarians need to know more about users ' e-book preferences for delivery speed, cost, and format, and under what circumstances users prefer print or electronic copies.

HathiTrust is one of the newest and yet largest digital repositories in the world. The impact of such digital collections upon ILL is still unknown. The authors present highly original work that is sure to help ILL professionals navigate what is as yet uncharted territory.

Only recently has the library literature included several publications concerned with a conceptual foundation for bibliographic instruction, thus demonstrating the beginnings of applying learning theory concepts to the bibliographic instruction process. Yet in order to help library users understand the research process under which librarians and scholars operate, bibliographic instruction should utilize the cognitive learning approach. This approach would indeed assure transferability of library research techniques from school situations to life‐long learning, from one discipline to another, and from one type of library to another. To teach students the nature of the research process involves teaching them the individual components of a research problem and appropriate search strategies.

The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the compiler was unable to secure copies of these items.

Over the past decade, academic librarians have identified increasingly sophisticated learning objectives for programs of bibliographic instruction. The new objectives include the use of conceptual frameworks, the development of skills in topic analysis and problem solving, and the study of scholarly communication and bibliographic structure in a particular field of knowledge. As these objectives gain acceptance in library instruction programs nationwide, the old, familiar objectives, such as learning how to use an index, have become the target of growing criticism.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1980. Several items from 1979 were included because information about them had not been available in time for the 1980 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item.

Librarians working in public service posts are well aware that students possess varying levels of library skills. High school librarians bemoan the fact that students seem to have learned little about libraries during their elementary school years, college librarians bemoan secondary level preparation, and all librarians wonder at the assignments students bring with them. The assignments seem to range from trivia quizzes to inappropriately advanced research tasks, and, inevitably, the students seem to lack complete information and adequate direction.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills that are related to retrieving and using information. This is the fourteenth review to be published in Reference Services Review and lists items in English published in 1987. A few items are not annotated because the compiler could not obtain copies of them for this review.

Evaluation of student performance in bibliographic instruction (B.I.) has been, and continues to be, an area of interest to B.I. practitioners. The last 15 years have seen a number of excellent analyses and reviews of evaluation techniques. Many recent articles focus on evaluation methods used within specific B.I. programs.

The computer is every day looming larger on the professional horizon of every librarian. Instruction librarians, too, must confront the realities and potential of the computer in their efforts to bring the library into the pedagogical mainstream of their institutions. Reference Services Review takes this opportunity to offer three different perspectives on how the computer relates to library instruction. Carol Tobin, Princeton University, discusses the impact that access to online bibliographic databases has on the instructional program of a library; Harriet Tippet, Lawrence University, addresses word processing applications for producing instructional materials and the use of the computer as a management tool for library instruction data; and Patricia Culkin and Elizabeth Walker focus on computer assisted instruction.