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Today, as the understanding of diversity is further expanded, the meaning of social justice becomes even more complicated, if not confusing. The purpose of this paper is to explore how school principals with social justice commitment understand and perceive social justice in their leadership practices.

A qualitative research design is used for this study. In total, 22 school principals in Ontario were interviewed. The interviews glean data on principals’ work context, their perceptions of social justice, and anecdotes, stories, and examples concerning social justice in their practices.

The research findings draw attention to the central importance of awareness of the social injustices in schools – in structure, policy, and practices – and open space for debate on what can be considered as leadership for social justice. They also provide a useful starting point in exploring how leadership roles and practices can be improved to reverse injustices associated with the diversity of students based on race, socioeconomic status, gender, sexual orientation, and ability.

What principals perceive may have a significant impact on the actions and practices for social justice. Therefore, it is important to gain insight into principals’ persecutions and perspectives on social justice as they may become norms and criteria that guide their actions.

Presents and analyses the important developments in interlending during 1992‐1993. Relating trends to a selection of recent publications, the review concentrates on the developing pattern of service provision and electronic initiatives as the two broad themes. Particular topics chosen as the year′s key issues are the British Library strategic plan, charging between libraries, networking, library and information planning, the provision of minority language material and the role of the regional library system. Discusses the implications of redirections in Government policy.

The article looks at a number of possible reasons for the current downturn in the volume of interlibrary loan (ILL) and document supply (DS) requests in the UK higher education (HE) sector. Figures quantifying the demand for these services are examined at the outset by means of a short survey that was circulated to ten HE institutions. The impact of electronic journals on ILL and DS services is scrutinised and proven to be a significant factor. The bibliographic searching behaviour of university researchers is investigated by means of a short questionnaire, and the results of the survey are evaluated. The recent rise in the number of postgraduate students in UK universities is confirmed. The topics of library budgets and the impact of end‐user services are also examined. The article concludes that it is the increase in the number of electronic journal subscriptions that has had the most significant impact on the recent decrease in demand for ILL and DS services in UK academic libraries.

The past year has been dominated by the publication of several major reports on library and information provision, all of which have implications for the interlending network. Aims to examine some of the issues raised in the reports and comment on their impact on ILL and co‐operation. Highlights and discusses major ILL initiatives developed during 1994. These include the introduction of a new inter‐regional database.

Reports on the OCLC Users’ Council meeting of February 5‐7, 1996. Issues discussed included nominations for the board of trustees, the OCLC president’s report, the Users’ Council executive committee report and reports on users of electronic information. Also under discussion were a number of strategies for the future.

The OCLC Users Council met on October 10–12, 1993, in Dublin, Ohio, as the first meeting of the new fiscal year. “The Bibliographic Commons and Beyond: Electronic Publishing and Knowledge Management” is the theme for the 1993–94 Users Council. “Preserving the Bibliographic Commons” was the focus of the fall meeting.

The idea for this hugely successful event at the Crucible Theatre on 7 June, came first from the pages of New Library World, believe it or not. Reading one of Jane Little's articles advertising Feminist Book Fortnight, I noticed that there was not going to be a feminist book fair in this country this year, and that the main fair was to be in Oslo. It seemed an ideal opportunity to alter Sheffield's image as the macho snooker playing capital of the North and the idea for the First Sheffield Women's Book Fair was born.

June's American Library Association conference saw first announcement of an online searching and document delivery system which UMI claims is ‘unlike anything available today or even on the drawing boards.’

Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school.

This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were the distinctions of alienation that challenged the parents’ relationships in the schools? and "How were the factors that challenged the parents’ relationships with teachers mitigated in Project ESTEEM faculty’s relationships with the parents?” A constant comparative method was used beginning with open coding, followed by identifying patterns, themes and subthemes reflecting the specific needs of the parents in relationship to the overall theme.

The stories highlight sociocultural contexts influencing the alienation of some African American parents in their children’s education through an analysis of the relationships fostered with Project ESTEEM faculty.

This case study reports the experiences of two parents from one community and school, participating in a specialized program.

The significance resides in the representation of alternate viewpoints in understanding the alienation experiences of African American parents from schools.