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This article explains why student‐athletes on college and university campuses are chosen as a special group for library instruction outreach programs. A brief history of the library instruction to athletes’ programs at the University of Wisconsin‐Madison is given, emphasizing the collaboration between the academic advisors of the athletes and the instruction librarians. With the inception of electronic library services and full‐text databases, the next logical progression in the program is e‐mail reference services. Such a program is described.

In this time of severe national budget deficit, all programs are reviewed for trimming/downsizing and effectiveness. Just as educational systems are evaluated for trimming, so are school and academic library services. This article will address why it is crucial to have close linkages between school and academic libraries through articulation programs to avoid duplication and waste of human resources, and explain how articulation can be initiated through precollege programs offered by colleges and universities. It will focus on why academic libraries participate in precollege access programs, highlight how collaboration between school and academic libraries helps the “town and gown” community relationship, and point out how precollege programs help minority students and university recruitment and retention efforts. As an example, it will describe the outreach program of the College Library at the University of Wisconsin‐Madi‐son. The article concludes by discussing the future goals of strengthening and broadening the participation of academic libraries in precollege access programs.

Over the last two decades, women's issues such as education, employment, pay equity, sexuality, lifestyle, housing, economics, environmental safety, health, child‐rearing practices, reproductive rights, military service, and criminal justice have become a major focus of public policy at every level. There has been equal interest about women of various ethnic backgrounds, women in other countries, and women's writing. There have been burgeoning social and political demands for research, scholarship, and activism on women‐related topics. To meet these demands, universities and colleges started interdisciplinary women's studies programs. Sheila Tobias, a leading scholar in the field of women's studies, defines it this way:

At the 1983 winter meeting of the National Collegiate Athletic Association (NCAA), Proposition 48 (P48) was enacted as an initial step in reforming the state of collegiate athletics. Proposition 48 has two components: P48 and P48B. The first component states that 1) incoming first‐year students must have attained at least a 2.0 grade point average in eleven “core” college preparatory courses, which must include three English courses, two math courses, two social science courses, and two natural or physical sciences courses (including one lab section); and 2) incoming first‐year students must score at least seven hundred on the SAT or fifteen on the ACT. P48B states that 1) first‐year students who do not meet the minimum grade requirements of P48 may still enroll in the university of their choice if accepted; 2) first‐year students who do not meet the minimum requirements of P48 are ineligible for athletics their first year; 3) they will have three years of eligibility remaining provided their academic progress is satisfactory during their ineligible year. The rulings, which stipulate that the nation's 277 Division I college and universities meet the requirements, became effective in August 1986. P48 has thus taken a small step in communicating to high school and college athletes that they must do well academically if they wish to receive athletic scholarships.

In her introduction to the third edition to The American Heritage Dictionary of the English Language (AHD), executive editor Anne H. Soukhanov justly and temperately praises the first edition, which appeared in 1969. That pioneering work, she asserts, “did four things and did them well.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the sixteenth to be published in Reference Services Review, includes items in English published in 1989. A few are not annotated because the compiler could not obtain copies of them for this review.