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The paper aims to discuss the ways in which librarians of different types are addressing the issue of plagiarism at the institutional and pedagogical levels.

A 25‐question non‐quantitative online survey was conducted regarding: the institutional role of librarians in plagiarism prevention; the collaborations among librarians and instructors in helping students understand what plagiarism is and how to avoid it; and the interactions among librarians and students involved in combating plagiarism.

More than 90 percent of the 610 respondents report that they have assisted students with citing sources. Over 70 percent have instructed students about plagiarism in class. Approximately a quarter have collaborated with other departments regarding plagiarism, conducted or attended workshops on plagiarism, worked with instructors to redesign assignments, or helped faculty with tracking possible instances of student plagiarism.

This paper reports on a survey which is not statistically valid. The results of this survey, however, can shed light on the librarian's role to date in combating plagiarism and suggest future directions.

This survey reports what librarians are doing to address plagiarism at all levels, and it reflects what is being practiced in the field.

While many librarians have written about plagiarism strategies, this national survey focuses on the work of librarians at the institutional and pedagogical levels.

For the past several decades women have been moving into the United States workforce in greater numbers and they have been gaining access to the types of jobs that were, traditionally, performed exclusively by men. Despite this progress, they are still having difficulty penetrating the so‐called “glass ceiling” into upper management positions (Alimo‐Metcalfe 1993; Tavakolian 1993). Many reasons have been advanced, but the most compelling of these concerns the “glass walls” that support the “glass ceiling”. The “glass walls” refer to those invisible barriers that limit the ability of women and minorities to gain access to the type of job that would place them in a position to break through the “glass ceiling” (Townsend 1996). If women are to gain parity with men in the workforce, they need to succeed in the positions that lie inside the “glass walls” that will enable them to rise through the “glass ceiling” to upper management.

The chapter examines the perspectives of campus advocates involved with the advancement of a comprehensive internationalization process at their state comprehensive university (SCU). Advocates explain their definitions of comprehensive internationalization, which are analyzed through an internationalization lens and framework of intercultural competence based on recent studies of Internationalization at Home (IaH). The study found faculty and staff perspectives of comprehensive internationalization to reflect attributes consistent with IaH, which is believed to be a vehicle for transmitting intercultural competence throughout the higher education institution. The context for this study is important as it takes place in an SCU located in a region where higher education is under significant public scrutiny.

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 twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

Given the susceptibility of cross‐cultural interaction to misunderstandings and disagreements, conflict management may be especially useful for helping employees develop quality leader relationships with their foreign managers. One hundred and eleven Chinese employees from various industries in Shanghai were interviewed on specific incidents where they had a conflict, defined as incompatible actions, with their Japanese manager or American manager. A qualitative analysis of the incidents and statistical tests of the data supported the hypotheses that a cooperative approach to conflict, rather than competitive or avoidance approaches, help Chinese employees and their foreign managers strengthen their relationship and improve their productivity. Cooperative conflict management may be an important way to overcome obstacles and develop an effective leader relationship across cultural boundaries.