This case study of a distance education course in children’s literature focuses on the creation of an interpretive community and the importance of that community in online learning. It also refines Michael G. Moore’s work on transactional distance to include the concept of a faculty member’s “restrained presence” in an effort to facilitate students’ personal responsibility for their own learning and for community building in an online learning environment.

Characterizing digital library usability by how well a digital library supports the different stages of users' information seeking process, this research reports a usability study of the digital library. Reviews of the existing definitions of usability and of the models of the information seeking process in HCI and LIS fields reveal that (1) there have been few attempts to apply models of stages of activities to classify usability problems of interactive systems, and (2) there is a call for a new model that better explains the information seeking process in a digital library environment. A lab-based usability testing of a digital library was conducted with 20 subjects, and their behavioral protocols (screen activities) and verbal protocols were recorded and analyzed. From the microanalysis of user behaviors, users' physical and mental information seeking behaviors were identified (n = 60), and then classified using a content analysis method from which eleven stages of information seeking process emerged. Based on the results of a frequency analysis of the transitions between the stages, an empirical model of Digital Library Information Seeking Process (DLISP Model) that demonstrates the dynamic and cyclical nature of the information seeking process in a digital library was proposed. From the combined logs and post-search interview data, 311 total usability problems (51 unique usability problem codes) were identified. The DLISP Model was then used as a frame for classifying the usability problems. The results showed 82% of the usability problems were classified in accordance with the DLISP Model, while the remaining 18% were problems that were spread across all of the stages. With such a process-oriented approach, the classification table of usability problems provides each usability problem with the specific context of the user behavior and information seeking stage, which is important to understand users' interaction difficulties with the system. Taxonomy of users' information seeking tasks, a diagram of search transitions, and usability problems of mental model and cognitive overhead were also addressed in the context of the digital library. Implications for the digital library interface design, and the design of digital library usability studies were provided at the end.

FEMINIST the work of Peggy McIntosh, is used THEORY, PARTICULARLY to examine the development of multicultural literature for children and youth in the middle years of the twentieth century. The work of four white women writers-Florence Crannell Means, Ann Nolan Clark, Marguerite de Angeli, and Lois Lenski-is used as an example of the fiction created by outsiders to introduce often invisible cultures into this literature.

Jane Anne Hannigan's greatest contributions to the profession have been as a library educator, first at Simmons College Graduate School of Library and Information Science and then at the School of Library Service, Columbia University. She has been active in workshops, institutes, and consulting activities and in the ALA. After her retirement from full-time teaching, she has continued to exert her influence on the profession as a part-time visiting professor at the School of Communication, Information and Library Studies, Rutgers University, by speaking, consulting and leading workshops throughout the country, by editing Scarecrow's Library Lit. series, and by serving as an active member of ALISE and ALA and on the 1991 Newbery Award Committee. The content of this festschrift reflects the eclecticism and the questioning spirit so typical of the person it honors. The editors' aims were to honor Jane Anne Hannigan and to put before the profession a number of critical questions they believe needed to be addressed. Among the 36 contributors are Patricia Glass Schuman, James M. Matarazzo, Daniel O. O'Connor, Peggy Sullivan, Norman Horrocks, Nicole St. John (Norma Johnston), Lillian N. Gerhardt, Lucille Thomas, and the editors.