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Unconscious biases against certain groups aid in forming assumptions which may be promulgated in the USA via popular news media linking rare but memorable violent acts with specific groups. However, the relationship between marginalized group association, assumptions regarding the motive for violent acts and individual media consumption has never been directly examined. This study aims to directly examine this relationship.

In the present study, individuals read a vignette of a mass shooting in which the perpetrator’s implied religion (i.e. Islam or unknown religion) was manipulated. Participants then indicated their assumptions regarding motive (i.e. terrorism or mental illness) and personal media consumption habits.

Contrary to hypotheses, differences in assumed motive based on implied religion were not found; participants were not more likely to associate an assumed Muslim perpetrator with terrorism as a motive or consider the assumed non-Muslim perpetrator to be mentally ill.

These unexpected findings are discussed in the context of the data-collection period, which coincidentally overlapped with a well-publicized act of domestic terrorism that led to a unique national debate regarding biased news coverage and associations between religion, ethnicity, terrorism and mental illness.

There are growing expectations that students graduating from health courses and current health professionals have some proficiency in using telehealth. However, there is limited accessibility to multidisciplinary-based material to meet this need. This paper describes the development of an online telehealth education resource using a co-design approach and the strengths and challenges of embedding authentic learning principles in an open-access online course with a broad target audience.

The authors first describe the co-design process of the course and discuss the pedagogy underpinning the course design. Then learner enrolment data is discussed to evidence uptake across key characteristics. Finally, the authors assess the efficacy of the co-design approach by analysing feedback collected from learners at the end of the course.

The course is structured across four modules and comprises interactive content, reflective tasks, case studies and purposefully developed digital material. Responses from the working group and from learner feedback indicate that the course is an authentic and relevant introduction to telehealth practice for both health students and current health professionals, despite some limitations.

This case study demonstrates the value of a co-design process and key learning design choices in online course development to meet the educational needs of learners from broad disciplinary backgrounds, in various stages of learning/understanding of telehealth and/or requiring a practice-based resource in the context of a rapidly changing policy environment.

An urgent topic of conversation among government documents librarians today is the need for training, in both the use of federal depository collections and the provision of reference services for these collections. Two trends that have pushed this issue to the forefront in recent years are the proliferation of electronic resources and the fact that, in many institutions, government documents reference services are being integrated into general reference service points. This selective bibliography focuses on recent articles that present a substantially detailed account of training and educational programs for everything from ongoing professional development training for staff to course‐integrated instruction for students, and will serve as a resource for librarians involved in these educational efforts.

To provide an update on the impact of new instructional spaces and technologies on the class offerings and professional development efforts of the Lied Libraries' Instruction Department.

Reviews the data on increased numbers of instructional sessions and students reached. Discusses new technologies available in the classrooms and the impact on students and instructors. Provides examples of new professional development opportunities for librarians, program developments, and class offerings.

Provides information on how the Instruction Department was able to take advantage of the campus community's interest in seeing the new library and its resources to market information literacy programs and build lasting relationships with faculty. The Department has used increased contacts to sustain growth and development in programming and services.

This is not a research study, but might point to a need for further research on topics such as sustainable development in instruction programs.

This study has information on revitalizing staff development and instruction programming through marketing contacts and professional development activities.

This study is of special interest to librarians building new facilities or upgrading facilities and technologies.

In September 2000, Amazon.com attempted to implement a differential pricing structure that would track online purchasing behaviors to charge loyal customers higher prices for the same product. Amazon’s customers met this new pricing initiative with extreme displeasure, forcing the company to end its trial with differential pricing. Differential pricing is not new. Industries such as travel and retail have charged consumers different prices for years through special promotions such as frequent flyer miles and loyal customer discount cards. Why is it then that Amazon’s customers perceived the company’s differential pricing structure as being unfair? More importantly, are there times when such pricing is acceptable? An understanding of the concepts of distributive and procedural justice, as well as equity theory and dual entitlement, provides managers with the defining principles of price fairness. Implementing these concepts and theories into the firm’s pricing practices will increase the likelihood that customers will perceive differential pricing as being fair.

Conventional theories suggest that the Internet will drive down prices and lead to perfectly competitive prices. However, there is contradictory evidence indicating that online prices are not absolutely lower than offline stores. Regardless, the Internet gives rise to many opportunities for leveraging pricing strategies, in research and testing capabilities, customer segmentation, dynamic pricing, product differentiation, developing brand loyalty, including shipping and handling in the profitability analysis, offering multiple versions, and creating or participating in electronic marketplaces. The trading platform of eBay, Priceline’s reverse auction, and price comparison Web sites are examples of novel Internet pricing models that are helping create a new pricing paradigm.

One of the primary goals of the project was to create a supportive environment for experimentation to enhance classroom effectiveness.

A group of librarians, the enhancement team, scheduled brainstorming sessions with instructors interested in making changes in their classroom approaches. At the brainstorming plans for session objectives, activities, timing, roles and desired outcomes were made for a specific upcoming class. Most participating instructors chose to enhance their classes by trying either an active learning activity or a group work activity that was new to them. A member of the enhancement team attended each of the peer‐planned sessions to take notes and act as an observer, assistant or team teacher, as requested by the instructor. The instructors who participated also filled out brief assessment forms.

Although neither the non‐library faculty nor the students were formally surveyed, the active learning techniques used in the one‐shots received positive feedback. In particular, several teaching faculty told the library instructors at the end of the classes that the immediate hands‐on activities and the group activities aided the students’ comprehension of materials. In addition, a majority of the library instructors noted in their follow‐up surveys that the students were noticeably more engaged in the learning process during these classes.

The model of peer coaching at the planning stage, combined with team teaching, will be used to introduce new staff to teaching in the UNLV Libraries’ instruction department and continuing staff will be encouraged to open their classrooms to colleagues for ongoing professional development and constructive peer evaluation.

LASER has developed three major online networking systems since 1977 in support of its resource sharing mission. In March 2000, LASER launched V3.Online, a completely new platform to support existing services and to meet the needs of a wider range of users, including library staff outside interloans departments and end‐users. The development path of V3.Online is explained and its future direction is outlined. Likely changes to the role of interloans staff as intermediaries are discussed.

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 nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.