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The purpose of this study is to examine the current state of sustainability efforts within the field of supply chain management, more specifically supply chain logistics operations, and to identify opportunities and provide recommendations for firms to follow sustainable operations. This study also aims to stimulate further research within the area of sustainable logistics operations.

The reasons why it is important to implement sustainability into supply chain operations is discussed. Based on a review of the extant literature, various areas within the logistics function where sustainability can be implemented are then presented. Some short‐term and long‐term recommendations for the successful implementation of sustainability in the logistics function of supply chains are provided.

There has been very little work done to understand the role and importance of logistics in an organization's quest towards sustainability. For firms to implement a sustainability strategy in their supply chain operations, the logistics function needs to play a prominent role because of the magnitude of costs involved and the opportunity to identify and eliminate inefficiencies and reduce the carbon footprint.

Firms in their quest for sustainable logistics operations must start early and start simple. A top management commitment is required for such efforts to be successful. Also, firms need to be able to visualize and map out their supply chains and benchmark their sustainability efforts with other firms in their industry.

Firms need to follow sustainable practices in their overall operations and in their logistics operations in particular because not only does it have financial and other intangible benefits, but it is also the right thing to do. Firms have a great social responsibility especially with respect to use of non‐renewable sources of energy and materials and also with respect to how their products are used and handled once they reach the end of their life cycles.

This paper is the first of its kind which examines the state of sustainability within the field of supply chain logistics operations and identifies areas and sets the agenda for future research in this field.

In the USA, as elsewhere, there is an ongoing need to improve quality in higher education. Quality improvement models from business have not been widely embraced, and many other approaches to accountability seem to induce minimal compliance. This paper aims to contend that learning communities represent a viable alternative in the quest for quality. By restructuring the curriculum and promoting creative collaboration, learning communities have become a major reform effort in US colleges.

The paper provides an overview of learning community theory and core practices and four original case studies of institutions that have made learning communities a long‐term focus of their quality improvement efforts.

Findings include: effective learning communities are clearly positioned, aimed at large arenas and issues and are central to the organization's mission; learner‐centered leadership is a key component of effective programs; learning communities offer a high leverage point for pursuing quality; effective learning communities meet faculty where they are; successful initiatives create new organizational structures, roles and processes; successful programs attract and reward competent people and build arenas for learning from one another; and successful programs have a living mission and a lived educational philosophy reaching constantly toward more effective practices.

Educators will draw rich lessons from this concise overview of learning community theory and practice and the story of these successful institutions.

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.

As CD‐ROM becomes more and more a standard reference and technical support tool in all types of libraries, the annual review of this technology published in Computers in Libraries magazine increases in size and scope. This year, author Susan L. Adkins has prepared this exceptionally useful bibliography which she has cross‐referenced with a subject index.

On 2 January, 1984 the American Library Association will inaugurate Alanet, a new electronic mail and information service. Subscriptions will be available to all ALA organisation members.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

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 twentieth to be published in Reference Services Review, includes items in English published in 1993. A few are not annotated because the compiler could not obtain copies of them for this review.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.

This paper aims to investigate the relationship between information literacy and critical thinking. Specifically, the connection between the elements of critical thinking as expressed in one university’s Quality Enhancement Plan (QEP) and the advancing learning transforming scholarship (ACRL) Information Literacy Competency Standards (ACRL IL Standards). Concrete examples of how librarians support information literacy and critical thinking were examined.

Following a literature review, the ACRL IL Standards were mapped to the elements of a university’s QEP (critical thinking + core values = decision-making). A wiki was then created to illicit specific examples from librarians regarding how they incorporate the elements of critical thinking in their reference/instruction work.

Considerable correspondence was found between the ACRL IL Standards and the elements of critical thinking in the QEP, but this varied with the specific standard and the specific QEP component. Wiki results revealed that librarians used many concrete activities that supported QEP critical-thinking elements.

In this study, mapping the ACRL IL Standards to QEP components was subjective, performed by only one individual. Future research, perhaps involving the forthcoming ACRL IL Standards, might be better carried out by a larger group, thereby enhancing objectivity.

The literature review showed a lack of specificity in how critical thinking is defined and integrated into library reference/instruction work. The present study compared eight specific elements of critical thinking to the ACRL IL Standards and found 108 concrete examples of their application.