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This paper aims to report on a recent study that investigated the distance learner's voice in relationship to their “lived experiences” of the use of information and communication technologies (ICTs), including new media, for teaching and learning. The study reported on here sought to understand how distance learners are using new technology for teaching and learning in a world that increasingly uses and relies on these technologies.

This qualitative study took a phenomenological approach to investigating the students' experiences with ICTs. Participants were purposively selected to represent a variety of undergraduate and graduate programs, as well as a diverse range of distance learning experiences. A number of strategies for collecting the student voice were utilised, including the Day Experience Method (DEM), Charting the Week's Activities (CWA) and focus group discussions.

The study found that learners vary widely in their use of new media. However, there is emerging evidence that distance learners of all ages are beginning to appropriate new media to support a more mobile and connected learning experience.

These findings suggest that students' learning preferences are changing. This study provides the basis for further studies in this area and the need for institutions to consider how these changing preferences might be considered in relation to policy and practice in the provision of education for distance learners.

OUR new features of record and reminiscence appear to have been appreciated by our readers; and, as this number shows, we continue with increased pages and are endeavouring to extend our scope to meet every kind of library interest. There is an atmosphere, of change and, as some think, of crisis, in library matters, especially in those of the public library. The winter to which our minds turn in mid‐September is likely to be interesting and may bring decisions of various kinds. We hope to reflect them, and, as is our invariable custom, invite readers to use us to express their views as well as their experiences.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

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.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

Purpose – This chapter introduces this volume's topics, purpose and key themes.

Methodology/approach – This chapter reviews literature and chapters and offers conceptual development.

Findings – The difficulties of CSR in theory and practice are mainly due to its incomplete conceptualisation because its inseparable counterpart CSI has been eventually neglected or ignored in the CSR theorising process. The CSI concept is as equally important as CSR. CSI offers a theoretical platform to avoid the vagueness, ambiguity, arbitrariness and mysticism of CSR. CSI deserves to be a serious subject of inquiry and demands more scholarly attention.

Practical/social implications – With the aid of the CSI concept, CSR becomes more realistic and effective, as it is now more focused, practical and operational. While CSI is clear-cut, CSR is clearly meant, at the very least, to do well by undoing CSI. It is easier to promote CSR by addressing CSI first. The concept of CSI may allow everyone, including business practitioners, to concentrate on resolving the most important and urgent issues of public concern. It also encourages people to address the root causes of CSI problems in a systematic way. Doing so undoubtedly expands and enriches the understanding of CSR.

Originality/value of chapter – The concept of CSI has been less developed in academic circles. While the contributors of this volume have made significant contributions to the understanding of CSI, this chapter adds fresh reasoning and explanations to the development of the CSI subject.