Lorelei Tanji, from the University of California at Irvine, described their "Electronic Library Initiative Team" and six"models" which were developed to carry out the Library vision to radically improve electronic services. More detailed information about these models can be found at http://sun3.lib.uci.edu/~ltanji/pec.htm. Critical elements of success included strong support from the library administration, partnership with the Office of Academic Computing, and priority given by the campus to electronic initiatives. Over time the library has carved out a niche for itself as expert in electronic resources. They have also recognized the need to constantly update, enhance or acquire skills.

Mary Jane Petrowski, from Colgate University, discussed the "Oberlin Group" model. She noted that small schools are different from large institutions and present special challenges and that many faculty feel "new technology" is being emphasized too much. The library developed a first-training orientation in conjunction with the University's Information Technology Office which includes e-mail, the online catalog, and the Web. The library also developed a faculty/staff training program. Their programs are designed to present a continuous learning environment and develop faculty and staff who can train others. Several URLs were recommended: the LOEX Clearinghouse (http://www.emich.edu/public/loex.html), the CNI/ACRL Instruction Section Internet Education Project (http://www.cwru.edu/orgs/cni/base/acrlcni.html), and Colgate (http://www.meltec.hamilton.edu/).

Betsy Wilson, from the University of Washington, described their U.Wired project which officially began in 1994 and is a collaboration of librarians, faculty, students, and computer center professional staff. It allows for the integration of electronic tools into the curriculum. During the first year there were 65 students participating, but more FIGs (Freshman Interest Groups) have been added in subsequent years, as well as some intercollegiate athletes. Over time the focus has changed from technology to pedagogy and learning. Further information about the U.Wired project can be found at http://www.washington.edu/uwired/uwired.html.

Reported by Jennalyn W. Tellman, email: jennalyn@library.arizona.edu

This program consisted of several presentations and was designed to be interactive with several break-out sessions. More information about the program may be found on the "W.E.B.B. : The Working Educator's Bulletin Board" (http://www.umuc.edu/~kelley).

Ree De Donato, from Columbia University, described partnerships at Columbia. The library and the computer center created a series of workshops for students which included homework for students, ensuring that the students effectively learn the material being taught. The partnership included creating a digital library of electronic texts and integrating on-line texts into a required course on civilization. For John Stuart Mill's "On Liberty," they provided links to other resources. Images have been digitized for an art class and a catalog record was also added for each image digitized. They periodically inform the faculty of what is new, using print to do so because many of their faculty do not use e-mail. They have learned that when the faculty use listservs for interacting with their students, it helps to get the faculty involved with other electronic resources that the library provides. More information about Columbia's partnerships may be found at http://www.cc.columbia. edu/cu/libraries/indiv/under.

Susan Griswold Blandy, from Hudson Valley Community College Dwight Marvin Learning Resource Center, spoke from the perspective of a two-year community college. She noted the importance of being visible on campus and involved in the campus community. She had a number of practical suggestions for promoting involvement in the development of library related assignments. She keeps records of student and faculty characteristics, notes on the flow of command, notes on the library's collections - its strengths and which materials disappear. She builds on strengths and notes that the assignments must have intellectual content. She also tailors assignments to the interests of the particular faculty.

David Carr, from the School of Library Studies at Rutgers University, spoke about the necessity of librarians having helping minds. He believes this is critical as information becomes more complex to access and understand. He believes that it is the librarianUs job to define how the library offers an opportunity for life long learning.

Reported by Jennalyn W. Tellman, email: jennalyn@library.arizona.edu

Reported by Chuck Dintrone, email: dintrone@mail.sdsu.edu

Reported by David G. Sherwood, email: davids@creighton.edu

This innovative program contained much of potential interest to instruction/outreach librarians who are interested in actively addressing the information needs of Latino, African American, and gay and lesbian students and other library users. The speakers were Toni Bissessar, Oakland (CA) Latin American Library, Khafre Abif, Montclair (NJ) Public Library, the Instruction/Outreach Librarian, University of California, Santa Barbara, and Polly Thistlethwaite, Lesbian Herstory Archives, Brooklyn, NY.

Each speaker stressed the need for "creativity" in dealing with special needs populations. Non-English speakers can be helped using multi-lingual signage as appropriate as well as clear and detailed in-house guides and handouts. Beyond these, each speaker stressed the need to become actively involved with the target community and maintain significant contact.

Consequently, it becomes just as important for the public or school librarian to join or attend community organizations and events as it is for the academic librarian to address the availability of information to appropriate campus groups. Many members of these underserved communities are reluctant to approach the library and librarians for information. Others may not realize the library has something for them at all. Instruction begins with going out of oneUs way to identify these groups, assessing their information needs, and meeting with them to explain or demonstrate what the library has to offer.

Reported by Michael Poma, E-mail: mapoma@creighton.edu

This program featured directors and trustees of several New York City and New York City area library systems. The program clearly described the essentiality of the public library as going beyond serving customer's information needs. The library was deemed essential as a place to bring people together for social interaction, both the young, the older and the much older. A variety of instructional opportunities take place in the library. Libraries are home to literacy programs and toddler learning programs. Libraries need to appreciate their potential and offerings to the community. They need to let the community know what they have and help the community to learn effectively how to use what they offer. The library is essential not only because of information sources and the help that the librarians provide, but also because of the programs that libraries offer to help serve customers effectively.

Reported by Ellen Kessler, E-mail: ekessler@maestro.com