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This paper describes a cooperative effort, part of a school/university partnership between the Graduate School of Education and the School of Information and Library Studies at the State University of New York at Buffalo, in which a core curriculum was developed and coordinated in library research skills and information technology for two sixth-grade classes in an urban public school. The paper explains that using the Texas emancipation celebration, Juneteenth, as the intellectual domain, students learned how and when to use various libraries and library resources, and how historians answer questions through primary document research. Special instruction on the use of the school library media center, the neighborhood branch public library, the main library of Buffalo and Erie County Public Library (a research library), and the State University at Buffalo Undergraduate Library provided students with the opportunity to research, read, and participate in knowledge production. The paper includes instructional materials to teach primary document research, a letter written by Frederick Douglass, to "The New York Times" announcement of the Emancipation Proclamation, and a list of book titles from the State University at Buffalo's online catalog. A 48-item reading list on Emancipation Celebrations is attached. (BT)

Reports on a survey that revealed that few U.S. libraries (46 of 485 responding institutions) offer self-guided English-only or multilingual audiotape tours for user orientation. Barriers to their implementation included lack of funding and the prospect of frequent revision. Issues of technological advancement, appropriateness, and maintenance are discussed, and survey questions are included. Contains 27 references. (BEW)

A personnel appraisal tool was developed at the Iowa State University Library for professionals supervised by the Assistant Director for Technical Services and the Head of the Monographs Department, to evaluate both their supervisors' performance and the appraisal review as an educational tool to improve administrator performance. A Technical Services faculty committee chose the Annual Supervision Evaluation Form of the University of Texas at Austin, the General Libraries, with modifications to reflect Iowa State University Library concerns. The questionnaires provided a list of statements with a scale to indicate the degree to which the statement applied to the supervisor, and a narrative section soliciting typed comments. Administrative skills covered included planning and organizing work, use of time, fairness to supervisees, communication skills, cooperation, management abilities, leadership abilities, and thoroughness of implementing plans. Different statements were used for directly and indirectly supervised faculty, and the questionnaire was modified for the Monographs Department. Though the upward evaluation was perceived as beneficial in providing information to improve administrative style, both administrators characterized the questionnaire as impersonal and limited and suggested possible changes or additions. The few written comments received were found helpful. (LMM)

The evolution and administration of testing to measure student progress through a required undergraduate bibliographic instruction course (Library 160) at Iowa State University are described. Bibliographic instruction began at the university in 1890. Through 1958 all colleges within the university received a noncredit required course in library instruction. Some of the colleges enacted a 10-week one-credit course. The basis for the final grade, the format of quizzes and the final examination, and the grading scale are identified. The first uniform course of library instruction was offered in 1971. A 10-week, one-credit course with satisfactory or fail grading was approved by all colleges except engineering, which remained a 5-week course. Four units were covered: card catalog, serials list, indexing and abstracting journals, and reference books. When the university changed from the quarter to the semester system in 1981, the course was redesigned to fit the new system. The role of formative and summative evaluation in measurement of student progress is discussed. (SW)

An instructional model to develop academic integrity (honesty) in college students is proposed. Goals are to develop: adherence to the principle of doing one's own work, an understanding for the principle and nature of coauthorship, an understanding and adherence to citation practices, and an understanding of plagiarism. Students should be administered a questionnaire to determine their perceptions of academic dishonesty before undertaking classroom instruction in a library skills course, which will incorporate principles of academic integrity with research skills. Classroom discussions and results of pre- and post-assessment using a questionnaire on academic integrity may be used to emphasize six areas of qualitative change adapted from Kohlberg's model of moral development. The stages illustrate movement from behavior motivated by a desire to avoid punishment to behavior motivated by self-chosen ethical principles. The stages involve the following orientations: punishment-and-obedience, instrumental-relativist, interpersonal concordance or "good boy-nice girl," law and order, social contract/legalistic, and universal, ethical principle. Information is provided on learning objectives, method, materials, assignments, and evaluation. (SW)

Views of students and teachers on misrepresentation, one aspect of academic dishonesty, were studied. Misrepresentation is defined as "retyping another person's paper and submitting it as your own." Three library instructors and 22 undergraduate students at Iowa State University were interviewed for their views on why students turn in the same assignment. Before the interviews, students wrote down reasons they would/would not turn in the same assignment. While all of the teachers said they would have the students redo the assignment, the way they would proceed was based on the circumstances and the student's response. The consensus among instructors was that most of the students who commit misrepresentation are not aware of the principles of independent scholarship and academic integrity. Sixty-one percent of the students would not turn in the same assignment; however, about 35% were motivated by fear of punishment, or they placed conditions on their reasoning that indicated a sketchy comprehension of misrepresentation and academic dishonesty. While 39% of the students may be close to understanding academic integrity, they were motivated by their own immediate needs. One percent of the students did not indicate any conflict with misrepresentation. Students' answers are considered in light of Kohlberg's model of moral development. (SW)

Defines multicultural groups, discusses the evolution of multiculturalism, analyzes the "one-third myth," which says that America will be one-third minority by the year 2000, discusses statistical multicultural theories, and reviews laws and regulations that provide equality in jobs and education. Also examines multicultural trends in library policies, services, and collection development. (JMV)