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By using the UNISIST models this paper argues for the necessity of domain analysis in order to qualify scientific information seeking. The models allow better understanding of communication processes in a scientific domain and they embrace the point that domains are always both unstable over time, and changeable, according to the specific perspective. This understanding is even more important today as numerous digitally generated information tools as well as collaborative and interdisciplinary research are blurring the domain borders. Nevertheless, researchers navigate “intuitively” in “their” specific domains, and UNISIST helps understanding this navigation. The paper aims to discuss these issues.

The UNISIST models are tentatively applied to the domain of art history at three stages, respectively two modern, partially overlapping domains, as well as an outline of an art historical domain anno c1820. The juxtapositions are discussed against the backdrop of, among others, poststructuralist concepts such as “power” and “anti-essentialism”

The juxtapositions affirm the point already surfacing in the different versions of the UNISIST model, that is, structures of communication change over time as well as according to the agents that are charting them. As such, power in a Foucauldian sense is unavoidable in outlining a domain.

The UNISIST models are applied to the domain of art history and the article discusses the instability of a scientific domain as well as, at the same time, the significance of framing a domain; an implication which is often neglected in scientific information seeking.

This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching of history and why? Data were collected from three sources: interviews, observations, and classroom materials. Grounded theory was utilized to analyze the data. Findings suggest these teachers use the arts as historical evidence roughly for three purposes: First, to teach the spirit of an age; second, to teach the history of ordinary people invisible in official historical records; and third, to teach, both with and without art, the process of writing history. Two of the three teachers, however, failed to teach historical thinking skills through art.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

The purpose of this paper is to present basic resources and practical strategies for undergraduate art history research.

The paper is based on the author's experience as both an art librarian and instructor for a core requirement art history course.

The plan detailed in this paper covers every step of the research process, from exploring the topic to citing the sources. The resources listed, which include subscription databases as well as public web sites, are deliberately limited to a manageable number. Additional topics include defining the scope of inquiry and making appropriate use of internet resources such as Wikipedia.

The paper provides the academic librarian with clear guidance on basic research resources in art history.

That photography was more than a mere technological breakthrough was clear to its inventors but not to their contemporaries or generations after. The fast visual appropriation of “reality,” the sudden transformation of this reality into an image which mirrored our world, gave us a new lease on immortality. From its inception, photography became an act of assertion and vainglory and biographers could study the psychology of a face as well as the depth of the soul. Walt Whitman once wrote: “I've been photographed, photographed, and photographed until the cameras themselves are tired of me.” (As quoted by Justin Kaplan. Walt Whitman. A Life. Simon & Schuster, 1980.) From Whitman's ego trips to the forced smiles in that brief but powerful scene in the film, Ordinary People, when family soul‐searching is captured by the click of a camera, the world around us is preserved and mythologized. Photography is witness to history and art, and shapes our lives as well. In a recent interview, Mikhail Baryshnikov stated that as a dancer he had been influenced not only by other choreographers but by “movies, musicals,(and) photo exhibitions.” (The New York Times, June 28, 1981, p. 6). Thus, photography becomes archival material, for it speaks of the human adventure in all its diversity.

The chapter offers a case-study grounded in a professional development program for middle- and high-school teachers of history and/or social studies. The featured program supported American history teachers integrating the study of Picturing America images into academic subjects. Employing a dynamic Seattle-area academic and teaching partnership with the Seattle Art Museum, the Goodlad Institute for Educational Renewal, and the National Endowment for the Humanities (NEH), the project elaborated on Picturing America’s democracy theme. This theme, combined with visual thinking methods of exploring artworks, helped teacher link Picturing America’s masterpieces to their history curriculum, content standards, and individual responsibilities to promote informed civic participation. The program made innovative use of the Picturing America images to explore such historical concepts as freedom, equality, and inclusion. The purpose of the initiative was to enhance teaching innovation and curriculum and to help participants become influential teacher-leaders who can advocate for greater curricular emphasis on the combination of art and civic concepts. A signature feature of this effort was the focus on dissent as a lens through which to view key curricular concepts such as liberty, community, and informed citizenship.

The US feminist art movement of the 1970s is examined through selected works written by artists, critics, and historians during the 1990s. Books, exhibition catalogues, dissertations, and articles place the movement within the broader contexts of art history and criticism, women’s history, and cultural studies. The art includes painting, drawing, collage, mixed‐media, graphics, installations, video, and performance. An increasing historical perspective allows scholars to examine the movement’s institutions and unresolved issues surrounding class, race, and sexual preference. Background is provided by an introductory essay, which summarizes the movement’s facets of protest, pedagogy, networks and professional associations, and art making while noting examples of publications and institutions that form part of the record of the movement. This article will be useful to librarians and scholars in art, women’s studies, history, sociology, and cultural studies.

The greatest gains in art reference sources have been experienced this year in practical tools for the student and teacher of art history, especially at the undergraduate level. Next in line have been specialized encyclopedias for various periods of art history and bibliographies for highly specialized subject areas within both art history and applied arts. Some subject areas previously poor in reference tools of any kind have experienced enrichment this year, and some useful trends pointed out last year in this column, notably in the publication of reference sources for the decorative arts and crafts, and of indexes to reproductions of works of art, have continued to blossom. In addition, at least one new and very useful directory in the field of art education has appeared on the art reference scene this year.

The recent announcement that Macmillan (London) is planning to publish an art counterpart to its New Grove Dictionary of Music and Musicians creates an excuse to consider what is already available in general encyclopedic reference works in the fields of art history and architectural history. Obviously, a new art encyclopedia, like the massive, authoritative New Grove Dictionary, would change the picture completely; but what are art and general reference librarians using currently to satisfy patrons with short‐range information needs in the visual arts? This survey will attempt to answer this by examining available references in some detail. Because of space limitations, works containing only biographical information on artists or only definitions of term, will not be considered.