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Christine Bruce (2008, Preface) has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn.” Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment, or topic-specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-fiction Film Research Guide that we created aligns with the three principles and seven faces of informed learning.

The insulation extends to the back of the cylindro‐conical head of the central electrode. Longitudinal ridges 7 on the head are situated opposite or extend between narrow fingers 8 depending from the threaded end of the casing. Through the intervening ports the insulator is directly exposed to the combustion gases. A cylindrical annular space extends between the casing and insulation back to the seating of the flanges.

Usability studies are a form of library evaluation that are often passed off as research. However, at its core, usability is an evaluation method, not a research method. The goal is to make an argument that usability studies can be a valid form of scholarly research if certain limitations inherent in usability studies are addressed in the research design.

Through evaluating literature in the social sciences, this paper makes an argument for usability as a research method if certain limitations inherent within usability testing are addressed.

Usability is not only an evaluation method, but when limitations are addressed; it can be considered an important research tool within libraries.

No other article in the library and information sciences literature talks about methodologies for usability. Most usability articles do not address methodologies utilized in a way that would be considered research in a broader social sciences context. This article bridges the gap from when usability is considered evaluation to when it is considered research within library science.

This article discusses information sources and critical interpretations of Mary Shelley's life and her most important work, Frankenstein: Or, the Modern Prometheus. In addition to publishing history and information about revisions, translations, inclusion in collections, and references to possible sources of the story, it will evaluate some biographical material about Mary Shelley and her family, and their influence on her. Finally, various critical approaches, the growth of interest in both the writer and her work, and possible reasons for it will be noted.

When the editor kindly consulted me about an answer to my article on modern so‐called verse, I urged him to allow it in common fairness. Now, with both points of view stated, I had thought there was no need of more. But, on the editor suggesting a reply from me, I feel bound to follow his suggestion, since he was kind enough to follow mine.

This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young women’s relationship to social media in these films often pillories females for existing under, and delighting in, an anonymous, ubiquitous gaze. In these narratives, women are slut shamed both in the plot and through the threat of social media’s panoply of screens, sur- and selfveillance. In my discussion, I will utilize feminist film theory including the writings of Laura Mulvey, Linda Williams and Barbara Creed, while also including contemporary cultural criticism from writers and journalists like Nancy Jo Sales and Leora Tanenbaum to explore the horror genre from a more contemporary, multi-discourse perspective. The technology in these films serve as harbingers, intimating the figurative and literal dangers to come for their female protagonists, ultimately suggesting that the horror in these films is the medium itself and the patriarchal social media culture that these devices cultivate.

Several years ago, libraries began introducing microcomputers for patron use. Most such “experiments” resulted in problems with hardware, software and peripheral support, security, and supervision. Some staff members expressed reservations about the appropriateness of microcomputers (for patron use) in the library. However, virtually no library that introduced the service has discontinued it; rather, the service has grown in scope and importance. The experience of the Medical College of Georgia Library is an example of how farsighted institutions have introduced microcomputers and have experienced significant growth in related library programs.

THE summer is not a good time for writing editorials. In the first place it has been too warm, but more particularly, no matter how hot the topic at the time of writing, it will be cold as mutton before it eventually reaches its readers. Secondly our thoughts seem to have been devoted to anything except libraries: a little light reading perhaps, or a gentle discussion of next season's lecture programme? So now, not an editorial proper (or improper), but some editorial miscellany, beginning with the late but unregretted printing dispute. The LIBRARY WORLD has not been affected as much as some periodicals, and this issue makes its appearance only some three weeks later than planned. We have occasionally encountered comments which suggest that our journal is not anticipated each month with undue pleasure, and is quickly placed on the Chief Librarian's desk, from which honourable position its subsequent circulation is frequently delayed. Many libraries do not appear to have a professional journal circulation scheme, and this is a regrettable state of affairs. It is important that the younger members of the profession should be well informed about library affairs, and only the regular perusal of periodicals can achieve this. May we recommend that Chiefs institute and maintain a circulation programme in their libraries; we hear that it is much appreciated in those libraries which already do so.

Corporate governance (CG), initially associated with private organizations, has been adopted by higher education institutions (HEIs). These are being managed more as firms in this post-standardization phase, in which the commercialization of higher education, competition and selective choice, finite resources and sustainable development (SD) have become major requirements for accountability and action. Principles of CG can collaborate and guide the process of making universities sustainable. The chapter analyses the effects of CG on the creation of a culture of sustainability in universities. In doing so, it analyzes the websites of public HEIs in EU-15 countries for a set of social responsibility indicators and investigates the impact and practices of two young Portuguese universities regarding United Nation’s Sustainable Development Goals. The results point out that CG and SD principles tend to guide the strategy of most public HEIs in the EU-15, confirming that they have made a commitment to good governance and sustainability.