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The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

Somehow, without loading up on games or owning a sound card, the author has 28 CD‐ROMs at home, with more on the way. How did all these discs get there and what do they say (if anything) about the CD‐ROM marketplace? When are CD‐ROMs marvelous new publishing media, when are they essentially compact diskette replacements, and when are they wastes of good polycarbonate? The author goes through his motley collection, noting some highlights and some messy situations. After all this grumbling, the author adds notes on the personal computing literature for April through September 1994.

A curious and unexpected thing has happened to personal computing typography: it's gotten cheaper and much more interesting, thanks to TrueType, a new digital typography standard that nobody (including the author) took seriously when it was first proposed. The author evaluates eight TrueType type collections costing from 10 cents to $1.25 per typeface. This article discusses that evaluation, and also evaluates a $19 CD‐ROM with more than 400 typefaces. The results may surprise you. They certainly surprised the author, when a company perhaps best known for selling cheap software in Canadian convenience stores proved to have not only the cheapest (per typeface) but also the best all‐around inexpensive typeface collection. The author also provides notes on the literature for April‐June 1993, including the last issues of PC Sources.

Purpose – The purpose of this article is to provide a general overview of mentoring and its benefits and to discuss informal mentoring, mentoring for librarians of color, and cross‐race mentoring. Design/methodology/approach – The authors conducted a literature review and administered informal focus groups and interviews. Findings – Mentors can help mentees set goals and develop skills to reach these goals over time. Informal mentoring allows a mentees the opportunity to choose his or her own mentor through a personal relationship or social network, and can be a method for success for librarians of color. Librarians of color are more likely to be successful in their professional careers if they have a mentor. Cross‐race mentoring is most beneficial to all parties when it is undertaken with knowledge of best practices and sensitivity to cultural concerns. Originality/value – This article addresses the identification of good mentors, best practices, and what mentors need to know. In addition, the article explores in‐depth mentoring for librarians of color and addresses issues related to cross‐race mentoring, as well as keys to success. The benefits of mentoring for librarians of color is rarely discussed in the professional literature – this article offers concrete best practices for mentors and mentees to ensure that librarians of color have successful mentoring relationships.

Once in a while, you should take stock of your personal computing environment. What is on your system? How did it get there? What do you actually use? How did you arrive at your hardware configuration, and does it still meet your needs? You may find that you can free up some disk space in the process; at the very least, you'll understand your situation better. The author goes through this exercise both as an example of what it can show and because full disclosure is important for this series of articles. You need to know the background for the advice that appears here. The author discloses his current computing environments, how they got that way, and what that may mean. He also points out the real limits within which he operates as a PC commentator. When you go through the software on your system, you should check to see whether it represents ethical computing. The author offers a few notes on ethical issues related to software. The author also provides notes from PC literature for January‐June 1992.

The University of Idaho Library has incorporated CD‐ROMs into its collection. Library users identify CD‐ROMs and related documentation through the library catalog, check out the disks from the reserve desk, and run search software for most of them on general purpose CD‐ROM workstations. Access to the search software is provided through menus organized by title or call number. The approach used allows the library to make a large number of CD‐ROM publications readily available with use of a minimum amount of equipment.

It takes more than a computer, hard disk, diskettes, display, keyboard, and software to make a fully productive computer system. In this article, the author discusses the finishing touches: some of the peripherals (excluding printers) that you will want to consider for your new or existing personal computer. You might even consider the “ultimate peripheral,” a portable computer. The second section of this article divides portable computers into their basic categories, discusses the premium you pay for portability, and notes the greater importance of vendor survival for portable computers. The first quarter of 1993 seemed unusually rich in noteworthy articles in PC magazines. That may be at least partially because PC Sources has increased its editorial scope and partially because the author is now including several Windows‐specific magazines (one new) in the mix.

This article seeks to suggest that pedagogical forums published in two major professional associations' publications can contribute to the literature on collection for academic historians.

The author surveys the literature on historians' information needs and surveys articles published in the pedagogical forums for what they reveal about historians' use of electronic resources.

The forums provide useful bibliographic information regarding e‐resources for faculty and collection officers alike; additionally, they provide a useful starting point for discussions of desired learning outcomes, leading to better support for teaching/curricular needs.

Findings are limited to academic historians and are also skewed toward US historians, since more articles on e‐resources appeared in the forum dedicated to US‐historical pedagogy than in the forum encompassing historians of all areas.

Similar research could be done on pedagogical forums in other academic fields.

This paper examines a field's pedagogical methodology to draw conclusions about collections management for that field.

Ecology shows us not only environmental problems; it shows that we need a new balance and harmony between individuals, beings, communities and all of Nature. We need a new contract with Nature (SERRES, 1991) and new Ethics (GUATTARI, 1990) for our lives. What is therefore new in Architecture? The environmental ethics have given us a universal and supra-generational vision of the management of our Nature and, as a consequence, a new way to construct our “second” nature. What is essential for this new architecture that the new ethics demand?

Exploring this subject, the paper firstly analyzes how the relationship between ethics and architecture has been described by other authors. Secondly, how the relationship between mainstream architecture and ecology is evolving, from technical matters to social and more complex issues, to work towards ethics. Finally, the convergence between them (Ethics, Architecture and Nature) could provide the clues to understand the ends and means of eco-architecture.

As a result of this analysis, we interpret that there are underlying keys in the post-eco-architecture. These summarize in new roles for the “locus” and the break of habitual limits of architecture, which have been replaced for new ones. There are no limits of scale: macro-structures such as mega-cities, as well as micro-organism are involved in the architectural process. The client of our construction is universal: we do not build only for our client, we must think about all beings, including animals since we know how our decisions may inflict damage to biodiversity. The site has no boundaries: we know how any local actions can have an effect in remote locations of the planet, since natural phenomena are interconnected. There is also no time limit: we must build now, but we must think about future generations.

Beck discusses the need to improve library and information services for the deaf community. The technological support available to libraries to serve the deaf is identified and described. Turnkey systems are found to be lacking in applications devoted to those who cannot hear or who are hard of hearing. Other technologies, like captioned videos, TDDs, and assistive listening systems, are examined for levels of service and excellence as well as cost. Examples of technology in transition and for the future are offered, along with experiments on speech and sound. These include inner ear implants, the “data glove” experiments, and tactile translators. Technological conflicts that may arise due to one person having multiple disabilities are presented with a discussion on the prevention of dangerous or difficult situations. Possible difficulties and ways to handle opposing technologies are examined briefly. Appropriate sections of the Americans with Disabilities Act and Guidelines are grouped with the technologies that aid compliance. Additional laws are mentioned where their inclusion is appropriate. Suggested guidelines for serving the deaf/disabled community are offered for librarians working in all library types.