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Library instruction classes often fail to give students the intellectual stimulation they need. Ann Irving, in her thought‐provoking article about bibliographic instruction, recognized the problem, noting that library teachers neglect subject content (Irving 1980, 11). Instead, they emphasize the process of obtaining facts and ideas. Too often, librarians get overinvolved in the process, and ignore the substance, of research. They frequently become lost in the retrieval of data and fail to teach students how to interpret the information they find. John Lubans, Jr., in his book Educating the Library User, discusses the obsessive concern with the layout of the library. A boring list of library services and dull tours are often the result of this approach to bibliographic instruction (Lubans 1974, 86). A bland and mechanical approach to the value of the library is far removed from the psychological and intellectual needs of the students. The result is a lack of student enthusiasm about the research project they are about to begin.

A barrage of criticism has been leveled recently at those librarians championing the importance of bibliographical instruction and the reference interview. Some critics claim reference librarians, unable to restrain their “yen to teach,” insist on telling patrons which sources to use and which to avoid instead of providing them with requested materials. According to this view, instruction has replaced service, despite the evidence showing patrons prefer “user‐friendly CD‐ROMs such as Infotrac” to more traditional print reference services. In fact, claims one writer, the entire concept of the reference interview (or at least its present permutation) is a myth. Patron queries may need clarification, but no drawn‐out, analyzed interaction with patrons is mandatory for providing effective reference. Instead of posing counter‐questions, which may illustrate ineptitude as much as perspicacity, librarians should redirect their efforts toward mastering substantive knowledge.

The paper outlines the contemporary field of virtual universities in the US and UK, and discusses potential future issues that may affect this educational market. The authors contend that there is no such thing as a ‘model’ virtual university, and the composition of a successful virtual educational environment will depend very much on factors such as the courses being delivered, the nature of the student body (both local and remote), and a range of institutional issues. Certain issues, however, will always apply to the processes of virtual education regardless of the audience and institution. The authors outline these generic elements that will contribute to a successful virtual university.

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 that are related to retrieving and using information. This is the fourteenth review to be published in Reference Services Review and lists items in English published in 1987. A few items are not annotated because the compiler could not obtain copies of them for this review.

The purpose of this paper is to explore the issue of violence with respect to white‐collar criminals.

The analysis is conceptual, focusing on the historical underpinnings of white‐collar crime and reviewing the evolution of white‐collar criminals.

Findings suggest that white‐collar criminals do display violent tendencies and, contrary to popular belief, can become dangerous individuals.

The paper represents an extremely useful and practical source for fraud examiners and other white‐collar crime investigators. Raising the awareness of investigators dealing with white‐collar criminals may prevent them from becoming victims of a violent act.

The paper fulfills a need to highlight a dangerous trend with white‐collar criminals in that they may be driven to violence against those involved in investigating their crimes.