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Dr. Benjamin Spock's advice to parents has been commented on and analyzed by many authors. In this article, Raymond G. McInnis outlines some of the major themes found in the criticism of Baby and Child Care, and cites important works on the subject.

Summary of Content Mein Kampf, Adolf Hitler (1925–1926), is in two parts, “Eine Abrechung” (A Reckoning) and “Die National‐Sozialistische Bewegung” (The National Socialist Movement). Written at different times, they originally appeared separately.

Many people fear the approach of 1984. Why? Because in their minds too many of George Orwell's dark prophecies in his 1948 novel, 1984, appear to be coming true.

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 use of bibliographic citation is a crucial aspect in the creation and dissemination of information. Numerous studies have been done ranging from simple citation counts to more complex bibliographic coupling studies, and from citation classifications to citation motivation studies. This review focusses on the citation studies that have explored the complexities and the underlying norms of the citation process. The major emphasis is placed upon the studies which have dealt with citation functions, citation quality, citation concepts and citation motivation. The international perspectives of citation practice are also discussed.

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 relationship between information provider and client is a crucial measure of effectiveness. In commerce the success of this relationship might be measured by market share or profitability, while in the non‐profit sector, where most libraries and information services (but not all) exist, the success might be measured by criteria such as document delivery and satisfaction. We speak of effectiveness, implying the extent to which the service can successfully impact upon and meet the needs of the users. Particularly if the model which management supports is a community‐based model (as opposed, say, to a stock‐holding model), then the relationship and interaction between service and user group lies at the heart of the matter.

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.

Over the years much has been written about integrated library instruction and its importance as a viable, effective method of bibliographic instruction. Indeed, a study by Judith Pask showed that eighty‐eight percent of the academic libraries surveyed were using integrated library instruction. There is, however, a form of integrated library instruction, team teaching, about which little has been written. For purposes of this paper, team teaching is defined as a team composed of a professional librarian and an academic faculty member teaching the same course. A review of the literature over the past two decades showed only one reference to team teaching. Porter, Lanning, and Warner discussed a team teaching experience in which a chemistry professor and librarian alternately lectured in a one‐hour credit course with one instructor present at a time in the classroom. However, there is a type of team teaching, which this author has designated as interactive team teaching, to which no references in the literature were found. Interactive team teaching is defined as two instructors from different disciplines in the classroom at the same time. A case study of interactive team teaching follows.

This essay is offered as advice to those who contemplate becoming or have recently become bibliographers. I begin with the admonition that neither users' studies, statistical analyses, nor approval plans compensate for a lack of knowledge of disciplinary research interests and bibliographic structure. In the final analysis, the best bibliographers are scholars. They keep current with a discipline's investigations and monitor its evolution. Even if they are unable to engage in detailed discourse on the more esoteric subjects its practitioners study, they understand its topography. That is, they possess a “feel” for what students in a given field find interesting, they understand its epistemology, know its publication trends and favored formats, and have a fine reference librarian's ability to use its bibliographic apparatus.