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This article reports on an exploratory study that examined bilingual/multilingual university students' perspectives on how language affects their information searching and use. The study also examined instruction librarians' perspectives on information literacy instruction in general and their approaches in providing information literacy instruction to international students and English as a Second Language (ESL) students. A qualitative research approach using focus group discussions and semi-structured interviews was used in the study. Nineteen (19) international and ESL students participated in the discussions while 8 instruction librarians were interviewed. Fifty-six (56%) of the students were aware of information literacy instruction as a service that was offered by the University library but only 37% had used this service. Only one of the librarians had had a significant encounter where language issues closely intersected with information literacy instruction. This study makes a connection between language and information literacy and reports on perspectives from both librarians and students' point of view. While proposing a possible working definition of Multilingual Information Literacy (MLIL), the study makes the case for MLIL as a necessary skill for the twenty-first century. The study also proposes ways in which Library and Information Science (LIS) professionals could be involved in promoting and enhancing multilingual information literacy and further suggests Specialized Information Literacy Instruction (SILI) and Personalized Information Literacy Instruction (PILI) as suitable models for providing instruction to Limited English Proficient (LEP) users. [ABSTRACT FROM AUTHOR]

Two models of library circulation, the Markov model and the mixed Poisson Model, are applied to circulation statistics from the University of Saskatchewan. Goodness-of-fit tests indicate that neither model fits the data; in both cases, the set of noncirculating items is larger than that predicted by the model. (Author/LRW)

This study examines the extent of inter-institutional collaboration between scholars in the 48 major Canadian universities, and also determines the factors that influence such collaboration. Documents included in the Science Citation Index Expanded, Social Science Citation Index, and Arts OE Humanities Citation Index of the online ISI's Web of Science database for 1991-2004 were used as sources of data for the study. Making use of the author's affiliation field, we were able to determine the number of publications co-authored by scholars in each pair of universities. Multiple regression analysis was used to determine the influence of factors such as geographical distance, province, language, time zone, age, and peer group on collaboration. Only province and peer group were included in the final regression model. [ABSTRACT FROM AUTHOR]

Focuses on the potential of improving customer services with the implementation of a knowledge management program in Canadian organizations. Professionals involved in knowledge management programs; Role of information professionals in knowledge management programs; Factors to consider in the implementation of the program.