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In addition to providing a review of the literature recently published in the librarianship of non‐book materials this survey aims to draw attention to the characteristics, problems and achievements particular to the documentation and handling of non‐book materials (NBM) in many types of libraries. The materials are briefly described and considerations of selection, acquisition, organization, storage and in particular bibliographic control are dealt with in some detail. Other areas of concern to the librarian dealing with media resources, including the organization and training of staff, planning, equipment, exploitation and copyright, are also discussed. The past decade has seen the widespread introduction of NBM into libraries as additional or alternative sources of information. Librarians have been given an opportunity to rethink many basic principles and adapt existing practice to encompass the new materials. The survey reflects the achievements and some of the failures or problems remaining to be solved in this rapidly expanding area of library work.

This paper seeks to examine ways in which the film To Sir with Love illustrates several longstanding issues and tensions related to the sociology of education. It is also aims to show how this film (and, by implication, other popular films) can be used to advance understanding among students of educational leadership, organization theory, and the sociology of education.

Approaching its 40th anniversary, To Sir with Love is generally considered to be a classic portrayal of a teacher's struggle to engage a group of disengaged and rebellious students in a working class London school. Yet the film also highlights longstanding issues and tensions peculiar to schooling and teaching. From sociological and social‐psychological perspectives, this paper examines this film's underlying meanings and suggests how it can be used to advance understanding among students of educational leadership, organization theory, and the sociology of education.

Although the paper focuses on teacher‐student‐peer social interaction, it largely leaves issues of race and class for others to address.

Implicitly and explicitly, the paper highlights the value of using popular film to promote understanding of problems related to educational policy and leadership.

A lively discussion, an attempt to construct (rather than deconstruct) new meanings from a classic text.

1895 saw the dawn of film – a new publication medium that we associate particularly with the century that has just ended. The survival of films and of information about them has been severely hampered in the UK by the absence of legal deposit. At the beginning of the new century, proposals to remedy that situation would not only benefit film but might, for the new digital media, help to prevent the loss of treasures on the scale of that suffered by film in the twentieth century.

Moving images represent a category of material which has historically received short shrift in most libraries and archives. Film, video, and now digital images form a significant part of many library and archival collections, however, and can be found in many formats and genres. Despite the ubiquity of such media in cultural institutions, the majority of libraries and archives owning collections of moving images have neglected these holdings—with the specific exception of those few archives devoted primarily to the care and preservation of moving images.

The widespread commercial videocassette market has opened to the world and to libraries a grab bag of viewing choices. Library response to the feast has varied throughout the country, resulting in different emphases from collection to collection. One is the educational or cultural collection, intended not for recreational viewing but for specific training or general self‐development. Another is the esoteric collection of tapes generally produced for mass‐market consumption but not readily available through commercial outlets. This type of collection emhasizes film classics, classic television series, and how‐to‐do‐its. A third is the entertainment collection, composed primarily of mass‐marketed features and shorts. Each approach has its special problems in following the videocassette industry and finding reviews.

Reviews some characteristics of video‐based educational materials by describing the intellectual heritage of the movement to include media analysis and media productions as basic skills for the information age. Identifies the opportunities and challenges that management educators face in their use of video‐based tools in both business settings and higher education.

The present state of film information is nothing short of chaotic. Individual organizations do sometimes keep records of films in their own fields of interest and occasionally publish these lists. The Educational Foundation for Visual Aids has catalogues of films of use in direct teaching; the Royal Institute of Chemistry has published a list of films on chemistry; the Scientific Film Association has published many catalogues on different subjects but these are restricted—because the Association lacks funds—to subjects on which another body is prepared to spend money. The British Film Institute has extensive records but these exist only in the form of its own card indexes and are available only at the Institute's premises. If information is to be wholly useful, it must be freely available and known to be available. The haphazard nature of current sources of film information makes it extremely difficult for the outsider to use them.

This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

Through a 10-month ethnographic study of one afterschool program that teaches teens how to make documentaries, I demonstrate that the confluence of blurred organizational goals; weak relational trust among staff; and funding pressures may have the unintended consequence of exploiting students for their work products and life stories.

The study finds that, while not all organizations function with student work at its center, many afterschool organizations are under increasing pressures to document student gains through tangible measures.

Implications from these findings reveal the need for developing strong relationships among staff members as well as establishing transparency in funding afterschool programs from within the organization and from foundations in order to provide quality programming for young people.

This study informs organizational theory, specifically in terms of measures of variation in relational trust within an organization and its influence on young people. This chapter includes student accounts of experiences with staff to enhance the significance of relational trust.

‘Cinema verity’, for educational films, is IN! leading the way is a film commissioned by the Nuffield Foundation and completed recently by the ICI Film Unit.

THE generic term “reprographic” is intended to cover all the methods of making copies or reproductions and also the equipment related to these processes. The steady growth of all these methods has resulted in a close relationship between them, so that it is now almost impossible to refer to one without the other, especially where economics are being considered.