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While university presses are relatively common, particularly in Association for Research Libraries institutions, the identity and organizational location of the university press as part of the library is relatively uncommon. Even exceptions, such as at New York University and Wayne State University, represent relatively traditional university presses, which appear to have been placed under the library for organizational convenience or historically accidental reasons rather than as part of a clearly articulated library mission. The University Libraries at the University of Cincinnati, on the other hand, came to believe that a university press was an appropriate extension of their library task, growing clearly and in a fundamental way out of their primary library mission. But such a press was not a traditional university press. The result is an unusual but successful project.

It should come as no surprise that the 1993 EDU‐COM conference in Cincinnati, Ohio, showcased one of North America's most interesting experiments in automation—Ohio's OhioLINK. Unusual in this conference, traditionally focused on technical issues, was the focus on OhioLINK as representative of new politics, a new funding strategy, and a new library paradigm, rather than OhioLINK described in terms of mips, routers, and bandwidth.

While the primary reason for a library’s collections is their use as widely and broadly as possible, the issues clustered around interlibrary lending are central to redefining what libraries will be in the twenty‐first century. Discusses interlibrary lending among OhioLINK libraries ‐ a consortium of all libraries located in Ohio‐based colleges and universities. It describes OhioLINK and talks about how both the sharing of books and the sharing of articles are being tackled. It concludes with how some interesting changes in traditional interlibrary loan thinking are changing the way in which libraries are being envisioned generally in Ohio.

In this emerging computer‐information age, library instruction goes far beyond research familiarity with books. With the advent of both library OPAC (online public access catalogs) and end‐user searching of online and CD‐ROM (compact disk read only memory) databases, the need for improved instruction in library use approaches a new plateau. These new technologies are forcing libraries, as well as their patrons, to move from traditional information handling to a total information support system.

Conducting research in an academic library requires more time and tenacity than many people have. Keith J. Stanger suggests ways to rectify this problem.

Open‐ended interviews with bibliographers and the Assistant Director of Collection Development at the University of Miami (Florida) Richter Library reveal personal attributes and philosophies that may affect collection development decision making. These attributes may include one or more of the following: 1) subject expertise gained through a master's degree or prior work experience; 2) a strong commitment to serving the teaching and research needs of the faculty; 3) active participation in professional associations in the field for which the librarian selects materials; 4) frequent contact with the faculty and departmental book selectors; and 5) participation in research in the specialty area, e.g., publication of articles in scholarly journals or presentation of papers at meetings. This study suggests the need for more empirical data based on a large, representative sample.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.