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Academic librarians are frequently called upon to provide instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing bibliographic instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific bibliographic instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group instruction rather than individualized instruction, although much of the information will be applicable to both types.

The vast majority of contemporary social scientists have distanced themselves from moral reflection and the academic disciplines that engage in it. Throughout his long career Philip Selznick took a different path, engaging deeply with the moral content of the concepts he employed. This paper argues that he had good reasons to do so. Value neutrality in social research can fatally sever inquiry’s connection to the practical concerns that originally motivated it, and it can distort our understanding of those concerns by recasting them in a scientific mold. To make this case I draw from a long tradition of philosophical thought about the relationship between facts and values, and I illustrate it by examining the limitations of recent social science research about procedural justice in organizations and the order maintenance function of the police.

This study reflects an examination of four teachers and their approaches to teaching the Holocaust and comparative genocide. The purpose was to address four succinct research questions that followed a conceptual framework which emerged around these teachers’ rationale, methodology, preparation, and characteristics. Analysis of the results allowed for the emergence of six themes: (a) citizenship, (b) curriculum and design, (c) teaching pedagogy, (d) influence of modeling, (e) neoteny, and (f) life-altering experiences.

This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific reference titles can be grouped into two categories: those that review specific titles (to a maximum of three) and those that review titles pertinent to a specific subject or discipline. The index in RSR 16:4 covered the first category; it indexed, by title, all titles that had been reviewed in the “Reference Serials” and the “Landmarks of Reference” columns, as well as selected titles from the “Indexes and Indexers,” “Government Publications,” and “Special Feature” columns of the journal.

The purpose of this paper is to empirically test for fundamental attribution error (FAE) – the naturally occurring bias of humans to over-attribute business success to celebrity-entrepreneur disposition.

Employing a five-step process, this paper measures and tests for FAE bias in entrepreneurial situations. The methodology includes anecdotal historical evidence; developing a FAE survey instrument; having 101 respondents classify variables; statistically testing and validating the instrument; and then statistically identifying the importance of each factor with a sample 105.

Significant statistical evidence for an active FAE bias was found. People do tend to attribute business success to entrepreneurial dispositions, rather than team behavior and circumstantial outcome factors which can reduce the effectiveness of public policy.

There is minimal research on FAE in entrepreneurship effecting public policy, thus there is a need for research to better understand factors of business outcomes actually based on entrepreneurial dispositions vs team behavior and circumstantial-situational factors.

FAE bias may lead the general public, entrepreneurs, and public policy makers to overemphasize the impact of the entrepreneur’s behavior and especially the dispositional factors of the celebrity-based entrepreneur when assessing causation of firm performance. This would under-emphasize the value of other organizational factors. Misidentification of true cause-effect factors may lead to inappropriate managerial conclusions and introduction of error in public policy decisions.

Although FAE is primarily a psychological literature concept, this is the first study to contribute empirical evidence of the FAE of professionals employed in business as it applies to entrepreneurship and economic outcomes.

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.

The paper provides information about each source, 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.

Multinational enterprises (MNEs) play a dominant role in the international business (IB) literature. Traditionally, by far the majority of IB studies deal with issues at the micro level of the individual MNE, or at the meso level of a sample of individual MNEs in industries. This paper focuses on the impact of MNE behavior through foreign direct investment (FDI) on a country’s international trade, and vice versa. In so doing, this study responds to a recent plea for more macro‐level studies in IB into the effect of MNE behavior on the macroeconomic performance of countries as a whole, particularly developing and emerging economies. In the current study, we focus on the largest developing or emerging economy of all: China. Applying sophisticated econometric techniques, we unravel the causality and direction of FDI‐trade linkages for the Chinese economy in the 1980‐2003 period.