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In 1983, BRS of Latham, New York introduced two databases entirely devoted to information on tests. The new databases are the Educational Testing Service Test Collection (search label ETSF) and the Mental Measurements Yearbook (search label MM‐YD). BRS is at present the only vendor for both databases. The ETSF file is produced by the Educational Testing Service, Princeton, NJ and is based on their collection. The database has over 5,000 test records with newly acquired instruments added through quarterly updates. Tests included measure or assess achievement, aptitude, attitudes, interests, personality, sensory‐motor skills, special populations, and vocational/occupational areas. Both commercially available tests and unpublished research instruments are included. Foreign language versions of tests are also included. The searchable paragraphs are accession number, title, author, year, decriptors, identifiers, grade level, target audience, notes, abstract, availability, resource type, update code, and subtests. A unique feature of this database is the ability to search within a test for subtests that assess specific skills or factors.

The purpose of this paper is to provide a model checklist of information competencies for two‐ and four‐year colleges and universities.

The Checklist was a collaborative project developed by a team of two‐ and four‐year librarians from the California State University and California Community Colleges.

The Checklist demonstrates that it is possible for two‐ and four‐year librarians to develop a common understanding of student information competencies and use the process to facilitate inter‐segmental cooperation.

The Checklist is useful for planning information competency programs, designing effective library assignments in courses, and developing student learning outcomes throughout the curriculum.

The originality of the project is its collaborative nature and its success in advancing inter‐segmental cooperation in California public higher education, the largest system in the nation.

Requests for tests and measuring instruments for use in class assignments and faculty and student research are both familiar and frustrating to most academic librarians. In typical scenarios, an education student wants to measure aggression in children or a nursing student needs a test for patient mobility. Even the faculty member who may know the name of a scale may not know its author or how to obtain a copy. All are looking for a measure applicable to a specific situation and each has come to the library in hopes of walking away with a copy of the measure that day. Those familiar with measurement literature know that accessing measures can be time consuming, circuitous, and sometimes impossible. The standard test reference books, such as the Mental Measurements Yearbook and Tests in Print (both of which are published by the Buros Institute, University of Nebraska, Lincoln, Nebraska), are of limited use. These books typically do not include actual instruments or noncommercial tests from the journal and report literature. While these standard reference books are essential to a test literature collection, sole use of them would mean bypassing large numbers of instruments developed and published only in articles, reports, papers, and dissertations. Sources are available to locate additional measurements, tests, and instruments, but they are widely dispersed in the print and electronic literature.

To provide an overview of innovative information literacy programs at San Jose State University King Library which may serve as models for future academic library information literacy programs.

New and innovative information literacy programs at the San Jose State University King Library are discussed and analyzed. These programs include freshman and transfer student literacy programs and a proposal for campus dormitory information literacy.

Analyzes innovative and multi‐faceted character of San Jose State King Library information literacy programs. Discusses successes, lessons learned, and ongoing challenges of the freshman information literacy program and presents goals and objectives of the transfer and campus dormitory information literacy programs.

This paper may serve as a guide for both academic and joint‐use academic and public libraries interested in assessing or expanding their information literacy programs.

This paper discusses innovative information literacy programs within the context of a merged or joint‐use academic and public library and will be of value to both future joint‐use libraries and academic libraries interested in expanding and evaluating their information literacy programs.

Bestsellers, the weekly Top 40, Fortune 500, Places Rated Almanac are just a few of the ranked lists available that fascinate and thrill almost every‐one. These lists often contribute to our decision making. A consumer looks for the best car, a college graduate hunts for jobs at the top companies, a student applies to the best law schools. Library patrons often ask for ratings of different items, but rankings, though a valuable source of information on various topics, can be very difficult to locate. This bibliography provides a list of selected sources of rankings covering the following areas: multi‐subject, consumer, education, film and television, geography, and music.