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Censorship never dies: like intellectual freedom of which it is a part, it goes on changing its form. The discussion reviews some of the key social, political, religious, artistic and moral factors, suggests that censorship is an area which pre‐eminently brings out the worst and best because it is more complex than it looks, because consensus is rare, because everyone thinks they are right, and because professional and personal roles work together and sometimes get confused. Statements about intellectual freedom and rights are aspirational for practitioners trying to make personal decisions about what is acceptable and accountable. Reference is made to political correctness, alleged harms, community standards, and the role of the information professional as an intermediary.

Religious censorship has always brought together important social, moral and artistic issues in challenging conjunctions. In a modern world often described as post‐Christian, controversy remains active in areas from education to advertising and on subjects from abortion to Satanism. Historical concerns about blasphemy have taken on special moral and legal dimensions in today′s community. Offending reasonable people and harming the innocent are matters of majority rather than sectarian concern. Discusses representative issues and arguments and presents contemporary examples.

A contrast is made between academic knowledge (or theory) and street knowledge (or praxis). These kinds of knowledge are represented in relation to each other, and a further dimension, knowledge of knowledge (or meta‐knowledge), is added to a model intended to represent interactions between all three. It is argued that knowledge of these three kinds of knowledge helps those involved in providing information services, and those investigating the sociology of language.

The purpose of this paper is to identify and map the shifting relationship between the settlement process and the information practices of newcomers from the Philippines as they migrate and settle in Canada.

This research employs two semi-structured in-depth interviews, each with 14 newcomers from the Philippines to Canada. Participants were selected because they had migrated to Winnipeg through the Manitoba Provincial Nominee Program within 1–4 years of the date of interview.

Eight settlement information tables are identified that demonstrate participants' migration experiences, including participants' thoughts and feelings related to migration and settlement, their information questions and needs, the information resources they consult and the activities in which they engage.

This paper argues that this phased model approach documents the shifting relationship between settlement processes and migrants' information needs, activities, resources and practices. Articulating study findings using this phased model approach can support information institutions, such as the settlement sector and libraries, to provide support to newcomer groups in a timely and targeted manner.

This article examines the work of Carter G. Woodson (1875-1950) and Mary Ritter Beard (1876-1958), two early 20th century historians and educators who dedicated their professional lives to the study and advancement of Black history and women’s history respectively. In addition to their historical research and prolific publishing, Woodson and Beard devoted significant time and energy advocating an inclusive historical narrative in US schools and colleges. This work focuses on three of their primary goals: (1) challenging and correcting the accuracy of the historical record, (2) using history as a tool for mitigating racial and gender stereotypes, and (3) bringing women’s history and Black history to the public. The article concludes with a discussion of the relevance and usefulness for contemporary educators of strategies used by Beard and Woodson as they sought to correct the historical record and develop curriculum that would engage all students.

The purpose of this paper is to investigate three patterns of stories employed by organisational actors to make sense of organisational change: stories of “the good old days”; stories of deception, taboo and silence; and stories of influence. Each pattern reflects one way in which organisational actors make sense of change and in which they use their stories for different purposes. This argument is illustrated by short evocative stories from the original data.

This paper derives from qualitative and inductive cross‐national research into organisational change and learning. Three manufacturing firms, one each from the UK, South Africa and Russia, were studied to investigate sensemaking under conditions of change. Data were collected through narrative interviews and interpreted using an inductive approach borrowing elements from grounded theory and analytic induction.

Personal accounts of experiences with organisational change (change stories) have a dual purpose. On the one hand, they are powerful sensemaking devices with which organisational actors make organisational change meaningful. On the other hand, they contest official change stories, reflecting the complex dynamics of organisational change in patterns of stories. The conclusion is that the experiences and agendas of different organisational actors shape the interests and actions of people in organisations, with decisive implications for patterns of organisational change.

Organisational change as a multi‐story process needs to be investigated through further qualitative and contextual research to provide richer insights into the dynamics of storytelling and sensemaking under conditions of organisational change.

Cross‐national study that builds on case and cross‐case analysis of autobiographical stories of experiences with organisational change.

Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations of women had slightly increased over time, these additions did not promote a more contemporary view of women's role in history, except in the area of women's rights. Recommendations for future areas of research are made. Some are: monitoring of textbooks for equability, analyzing of textbooks covering U.S. history prior to 1877 for equability in inclusion of women in history, investigating what teachers are doing to compensate for the inequity, determining whether or not state standards are inclusive of women's history, and analyzing how women's history in college level textbooks represent women in history.

A report on the 7th International Symposium on Electronic Theses and Dissertations (ETD) and some of the sessions presented at the 2004 conference, which had the theme of “Distributing Knowledge Worldwide Through Better Scholarly Communication.”