College and Research Libraries Citations in Hypermedia: Maintaining Critical Links Corinne Jorgensen and Peter Jorgensen The lack of complete and accurate citations for referenced works is a persistent and significant problem in scholarly writing. The advent of new forms of electronic publishing, especially hypermedia, has the potential for either aggra- vating or alleviating this problem. Incorrect and missing citations will become more prevalent (and, indeed, have become so within large bibliographic databases) without a concerted and cooperative effort on the part of systems developers to provide adequate references and the means for easily accessing and downloading them. This article examines some of the basic issues involved in the problem of maintaining the critical authorship links between source and expression in one specific form of electronic publishing-hypermedia-and proposes some solutions. n outgrowth of Vannevar Bush's Memex concept and Ted Nelson's hypertext, ''hyperme- dia" refers to computerized sys- tems that incorporate multiple linkages between items of information within a va- riety of media.1 Hypermedia systems cur- rently include video, still video, sound, text, computer-generated animation, and facsimile. Hypertext (which is limited to textual information) is a subset of hypermedia and will be included in the terms "systems" and ''hypermedia" in this article. This paper does not address self- contained hypermedia applications de- veloped for project management, for single users, or for authoring technical in-house documents. Hypermedia makes use of extensive links and paths. Links are a means of connecting fragments of information so that users can jump from one fragment or document to another by activating the link. The exact means of activation is system dependent, but typical methods are iconographic buttons, menus, or the selection of text with a mouse. A path is created when a user activates a sequence of links. Such a sequence may be prede- termined by the author or may be cre- ated ad hoc by the user. A path may or may not be stored by the system for later recall or replay. Links and paths provide the ability to navigate these systems in a flexible manner and give users the op- portunity to explore many related ideas in a nontraditional, nonlinear format. The introduction of personal computer- based programs such as HyperCard™ and Guide™ has prompted an increased inter- est in and access to hypermedia develop- ment within the academic community. Information professionals and scholars recognize hypermedia's potential to add a new dimension to information storage and retrieval by ''bring[ing] order to in- formation chaos."2 However, there has been little or no consideration of the Corinne Jorgensen is a doctoral student and an adjunct faculty member at the School of Library and Information Studies, Syracuse University, Syracuse, New York 13244; and Peter Jorgensen is Users Services Consultant in the Computer Center at Colgate University, Hamilton, New York 13346. 528 need for and difficulty of maintaining authorship linkages so that the user can always see complete and accurate citations to referenced works. Unfortunately, infor- mation chaos will reign unless these sys- tems include explicit attribution of sources. SOME CURRENT SYSTEMS To date, faculty and computer center staff at universities and colleges are the primary developers of many hyperme- dia systems, which serve as instructional vehicles, electronic textbooks, or scholars' workstations. Project Jefferson, developed at the University of Southern California (USC), is an example of an instructional system. The project's aim is to "develop an effective model of computer-based in- struction that includes the use of re- search tools and a standard interface that can act as a front end for courseware across a variety of different disciplines." 3 The system includes citations to external materials, encyclopedic background ma- terial, an electronic notebook containing writing assignments, and outlining tools for writing papers, all in a hypertext package.4 Project Jefferson currently pro- vides access to a number of databases loaded on the USC's library mainframe computer and can be used for research- ing a variety of questions. 5 The Visual Courseware Machine (VCM) developed at MIT through Project Athena is one example of a scholar's worksta- tion. VCM multimedia stations provide students with access to information stored as full-motion color video (on disc and cable television), digital audio, high- resolutiongraphics,andCD-ROMsforuse in their coursework.6 Thus, "the student is interfaced with a multimedia networked station that is very much like a gateway into a new world of learning." 7 Intermedia is yet another hypermedia system designed at a major university to support the learning process. Originally developed at Brown on IBM PC/RTs and DEC Micro VAX systems, it is now com- mercially available under AU /X on Apple Macintosh computers. Interme- dia features several applications that can be used to create and maintain hyperme- Citations in Hypermedia 529 dia documents and their links, including a text editor, a graphic editor, a scanned- image viewer, a three-dimensional ob- ject viewer, and a time line editor.8 With these tools users can create and edit doc- uments of textual or graphic content and make and follow links between docu- ments. Intermedia has been used in courses as diverse as English literature and cell biology.9•10 Yet other examples of a hypermedia project include sports and medical infor- mation systems. 11 On the commercial front, BRS Information Technologies has implemented a form of hypertext by linking citations in Medline and Medline references on AIDS to source documents in BRS's Comprehensive Core Medical Library (CCML), a full-text database containing a selection of medical jour- nals and books. 12 Information chaos will reign unless these systems include explicit attribution of sources. The hypermedia systems described above demonstrate a variety of tech- niques for presenting citations to users. These techniques range from appending the author's initials to the information, with a full citation given elsewhere (In- termedia), to displaying the full citation at all times (Project Jefferson). Citation practices in hypermedia systems are, therefore, inconsistent, paralleling, to some extent, those in print media. CITATION PROBLEMS IN PRINT MEDIA As mentioned earlier, citations are crit- ical links to source materials, and incor- rect citations have a substantial impact on the research community by rendering sources inaccessible. Yet citation prob- lems remain a persistent and significant difficulty in scholarly writing. Recent ar- ticles in Library Quarterly and the Chron- icle of Higher Education examining the problem of incorrect citations list cita- tion error rates ranging from 7 percent to 50 percent (depending on various cri- 530 College & Research Libraries teria used to define error rates, such as the ability to obtain materials with prob- lem citations through interlibrary loan), with an average error rate within the scholarly literature hovering between 20 percent and 30 percent.B It must be emphasized that these are errors made by experienced, educated researchers, not by the student popula- tion. Students, who are the primary users of instructional hypermedia, make even more mistakes. The reasons under- lying citation problems are many, rang- ing from simple errors of transcription or omission to intentional falsification and deception. The numerous formats used for citations also contribute to the prolif- eration of citation errors, with require- ments varying from journal to journal and style book to style book. CITATION PROBLEMS IN HYPERMEDIA SYSTEMS Several features of hypermedia sys- tems as they are currently implemented also contribute to a loss of the critical links that bind information to author in the reader's mind. As mentioned earlier, a variety of techniques exists for present- ing citations. Because these multiple ci- tation formats confuse students in the print media, one can expect similar prob- lems with online information. Another aspect that may lead to cita- tion problems in hypermedia is the lack of visual cues differentiating one source from another on the computer screen. Text within a hypermedia system lacks the physicality of a paper document and its attendant anchoring cues, such as page numbering (hypermedia docu- ments present information on a screen lacking any sequential clues) and even such subconsciously registered cues as varying weight, cover color, or page size.14 Gary Marchionini and Ben Shneider- man list the following typical access points in printed books: "table of contents, in- dexes (author, subject, permuted, etc.), glossary, chapter, article (section), physical page, paragraph, footnotes, reference notes, lists, and appendices'' and state that "hypertext databases can support all these access points except physical page."15 None- November 1991 theless, these · access points are often missing from hypermedia works. While it may not be necessary or desirable to transfer directly all of the components of print media to a hypermedia format, sys- tem developers must consider what is lost when readers do not have access to these components, and they must pro- vide some means for anchoring readers within a particular document. Multiple Sources in One "Seamless" Document User disorientation within what is re- ferred to as the "seamless environment" of the information space is also quite common. 16 Because a variety of source data with multiple links or multiple media representations of the informa- tion is a key feature of hypermedia, these systems tend to be quite large, often be- wilderingly so. Unfortunately, the flexible presentation capabilities of hypermedia can obscure the original sources. The di- verse information sources have various origins, dates, and reliabilities; there- fore, it is essential that users be able to check the sources of material easily. 17 Developers of hypermedia systems explored several mechanisms, such as maps, webs, and outlines, for dealing with the user disorientation experienced in "hypermedia space." However, none of these methods has been demonstrated to be fully effective in preventing disori- entation, and further research is needed in the area of hypermedia navigational aids. Because hypermedia systems pro- vide a flexible approach for exploring information, perhaps users also should be able to choose the mechanism (e.g., map, outline, or other instrument) that they find most useful. The Computer as Author Students may accept the hypermedia system as being the primary source of information. For many students, the com- puter replaces the author. This may be less of a problem when the system contains information from faculty members' per- sonal lecture notes or is produced coop- eratively by multiple authors, but it is too easy for these perceptions of the com- puter as author to carry over to source information for which students should provide citations. Related to the concept of computer as author is a pervading sense among students of the computer as authority. 18 There is a tendency to believe that "if it comes from a computer it must be true." 19 Even experienced researchers may too easily accept computer simula- tions as accurate representations of the real world. 20 Just as readers grant printed matter a high degree of ethos, they ac- cord information presented on a com- puter screen a measure of authority over information presented in other formats. 21 Another aspect that may lead to citation problems in hypermedia is the lack of visual cues differentiating one source from another on the computer screen. Indeed, comments from students using early versions of Intermedia at Brown University illustrate the tendency to accept the computer as author and authority. Stimulated by Intermedia, students began to participate more in classroom discussions.22 However, they frequently cited the source of their infor- mation as the system itself ("Intermedia says") when no indication of personal au- thorship appeared within the texts.23 The authors of Intermedia modules have since decided to identify themselves, stating about the earlier implementation: ''This attempt to avoid emphasizing personal ownership of the essays and graphic documents made the predecessor of the 'Dickens Web' appear a monolithic state- ment of official truth." 24 Lack of Document Permanency Another characteristic of documents within an electronic information system is their lack of permanency. Online infor- mation, unlike the printed page, can be edited or added to without a visible in- dication that a change has been made. Some systems allow student authors as well as faculty to contribute to the infor- mation pool. This multiple authoring can add to a sense of confusion as one Citations in Hypermedia 531 returns to a document only to find that it is not the same as the version previously accessed, or that newly added links have appeared, making it difficult to recall an earlier path. Casual Attitudes of Developers Some developers of these systems seem to take a casual attitude toward the importance of citations, thus contribut- ing not only to the problem of inadver- tent plagiarism on the part of students but to the difficulty in resolving issues of fair use. At Hypertext '87, held at the University of North Carolina-Chapel Hill, conferees discussed the issues of tracing intellectual ownership in a hypermedia environment.25 At a more recent conference, the developers of a hypermedia system were questioned about the lack of citations in their sys- tem. They replied that they had decided not to deal with the questions of copy- right.26 Discussing this same conference, Kay E. Vandergrift commented: A number of people involved with the development of hypermedia pro- grams described using scanners to lift diagrams, photographs or segments of text from other sources for inclusion in their stackware. Most did not men- tion any concern with the rights of the original authors of those materials or the legality of what they were doing under copyright law. When the ques- tion was raised by a member of the audience, one speaker indicated that he made some modifications of the scanned material; therefore, it became his own. This practice is undoubtedly not unique to the particular speaker and is going to become a more serious problem as many hypermedia prod- ucts move from in-house prototypes claiming "fair use" to those shared with other professional colleagues through informal networks to full- blown commercial products. 27 Electronic Information and Copyright New forms of electronic publishing also raise many complex copyright is- sues. Hypermedia systems that are dis- tributed over networks are one example. 532 College & Research Libraries A 1986 report by the Office of Technol- ogy Assessment (OTA) addressed the potential copyright problems of elec- tronically stored information. The OTA found that, when accessing information over a network, three important issues emerge: the proprietor's right to reproduce the copyrighted work, the proprietor's exclusive right to make derivative works, and the proprietor's exclusive rights to distribute, perform, or display the copy- righted work. Developers of hypermedia have de- cided not to deal with the questions of copyright. The report cited one example of a po- tentially illegal activity: the sending of copyrighted information from one user to another over an electronic network, thereby infringing on the proprietor's right to distribute the work. 28 The doc- trine of fair use depends on the circum- stances surrounding the use. Thus, each possible violation of fair use must be argued in court. However, if hyperme- dia developers fail to ensure proper crediting of original sources in their sys- tems, it will certainly weaken the case for fair use and could lead to a more restric- tive environment for development of these systems. SOLUTIONS Several possible solutions exist to the problem of maintaining the critical links between source and information in hypermedia systems. Three will be dis- cussed here: human resources solutions, technical solutions, and the development of standards for hypermedia systems. Human Resources Solutions More and more library functions and holdings are becoming computerized, and librarians are taking an active inter- est in these systems and their develop- ment by providing feedback to vendors of the systems. Likewise librarians- with their highly developed biblio- graphic and information skills-should November 1991 become involved in hypermedia devel- opment. They are often expected to re- trieve cited materials and, thus, have a vested interest in ensuring that complete and accurate citations are easily accessi- ble in hypermedia systems. Librarians possess skills that are ap- plicable to the development of expert systems and, by extension, to hyperme- dia systems. These skills are discussed in a 1988 article by Anne Morris and Mar- garet O'Neill. Foremost among the skills is an understanding of the process of knowledge representation by means of such long-established techniques as in- dexing, classification, and thesaurus building, all of which deal with the meaning and structure of words, espe- cially in their relational and hierarchical contexts. In particular, "LIS profession- als could play an important role in help- ing to structure the knowledge base by creating links between terms, particu- larly cross-disciplinary ones, organizing hierarchical structures, and making rela- tionships betWeen elements clear." 29 Librarians' skills are critical to creating meaningful links in hypermedia systems. According to Carl Franklin: "Hypermedia are part of a frontier in which the leader- ship and expertise of this profession [li- brarianship] can make a critical difference. No other profession is more familiar with the organization of knowledge." 30 A second important area in which li- brarians could participate is the creation of the intellectual content of hypermedia systems. While many in the computer and knowledge engineering industry and academia think that subject experts are the most qualified to recommend texts in their fields, there can be prob- lems with this approach. Morris and O'Neill list several. Frequently, experts forget or overlook the basic literature that is the foundation for understanding in their fields. Books that are recom- mended as key texts may, in fact, have been superseded by newer ones, and ex- perts are often too busy to keep up with every new development. 31 Subject ex- perts also may lack a broader viewpoint that forms the foundation for creative linking within hypertext systems. Li- brarians, as "custodians of the world's literature ... have access to the necessary sources to give context and flesh to ex- pert systems."32 A third important area in which librar- ians could apply their skills is the do- main of user understanding. Librarians have been helping patrons navigate the original and confusing hypermedia sys- tem-the library-for a long time. They understand the issues involved in nego- tiating complex information spaces with multiple sources, and many have been creative in providing new tools and ser- vices to overcome the disorientation that is common to library users as well as to users of hypermedia systems. Librarians could apply their experience in this a.i.·ea to solving the problems of user orienta- tion and way-finding within hyperme- dia systems. Librarians can seize the initiative and widen the scope of the library to include a variety of new systems, including hypermedia. Librarians, by and large, also are acutely aware of copyright issues. 33 And they are becoming even further involved in these issues with the addition of more online resources and the expansion of collections to include such services as circulating software. By being included in the early design stages of hypermedia systems, they can help ensure that copy- right issues in electronic publishing are adequately addressed and that a source will not .be separated from its citation. The potential benefits are not all one way; librarians and libraries also would benefit from inclusion in the develop- ment process, which would provide new inspirations for providing services and instruction to patrons. Hypermedia sys- tems are being expanded to include in- terfaces to the computerized resour~es of the library, and librarians can expect to see more hypermedia systems being de- veloped that provide links to biblio- graphic and full-text data.34 With the rapid development of new nontradi- Citations in Hypermedia 533 tional information systems, a great num- ber of which are external to libraries and may be commercial ventures, many li- braries are suffering from identity cri- ses.35 By becoming involved in the development processes of appropriate systems, librarians can seize the initia- tive and widen the scope of the library to include a variety of new systems, includ- ing hypermedia. Technical Solutions Automatic Citations. · The powerful technology and the integrated nature of hypermedia also can encourage the de- velopment of tools that facilitate or en- force rigorous citation standards by automating the process. This idea is not new: Ted Nelson's original system spec- ifies complete protocols for automati- cally crediting author ''bank" accounts for each use of published material. 36 In fact, as the research/ writing/ publishing process becomes more centered around the computer, the automatic inclusion of complete and accurate citations becomes trivial. Commercial word processing programs already include the automatic transfer of citations (in footnotes) with text that is electronically transferred from one document to another. The Proj- ect Jefferson Notebook also includes such a feature. When source text is cop- ied by clicking on a camera icon, the citation automatically is included. When that text is inserted into another docu- ment, the citation automatically is in- cluded. Instructors using the Project Jefferson Notebook report that submit- ted papers are well-supported; ease of copying citations is undoubtedly partly responsible. 37 A German literature seminar at Col- gate University uses a system incorpo- rating automatic transfer of citations.38 This system's primary function is to fa- cilitate information sharing between stu- dents. Students enter notes from their readings into a HyperCard stack. Then the students periodically log onto a net- work and initiate a transfer process that adds the notes to a master collection and, at the same time, updates their personal copies. Again, the program automatically 534 College & Research Libraries appends the author and title of the source document to the texts being transferred. These two systems contrast with other extant systems that simply list authors' names or initials at the end of a docu- ment, with a corresponding biblio- graphic entry elsewhere in hyperspace. Without an easily accomplished method for both accessing and downloading ci- tations as well as source material, inad- vertent and deliberate plagiarism will occur. It is unlikely that plagiarism would happen immediately within the context of a course employing a hypertext database, but hypertext systems distributed over net- works can be used in the creation of per- sonal databases that may be drawn on at a later time, in another course, school, or job. Standard Citation Icon. In addition to employing automatic downloading of citations, developers should agree on a standard citation icon as recognizable as footnote numbering. Activating this icon would provide the complete citation. A brief citation consisting of author and title (abbreviated if necessary) should al- ways appear on the screen-again, in a standardized format and location, such as within the title bar across the top of a window. Because windowing has become a standard presentation format, the addi- tion of a small amount of text should not pose a problem. This provision of consis- tent icons and windows for reference in- formation will help to orient readers within a particular document and prevent them from being lost in hyperspace. Developing Standards Multiple interfaces and data models exist in today's hypermedia systems. Mar- ket constraints and the needs of particular applications have created a situation in which incompatible and competing sys- tems exist. 39 As is often the case in the early development of new systems, November 1991 guidelines and standards are not widely used. This unregulated and flexible at- mosphere promotes the maximum free- dom of creativity, innovation, and growth of new ideas during the initial stages of devel-. opment. However, de facto standards estab- lished by pioneering developers, and adopted unconsciously by others, have often become firmly entrenched, even when they are recognized as being less than satisfactory.40 Domestic organizations, such as the American National Standards Institute's accredited standards committee, X3, and in- ternational standards organizations are cur- rently developing standards for hypermedia systems, especially in the areas of user re- quirements and interconnectivity.41 The Dex- ter Workshops have recognized the need for a formal model and vocabulary for hypertext and the creation of data inter- change standards.42 While there is recog- nition that a potential citation problem exists, little work is being done by any of these groups on the problems of main- taining the critical links to source docu- mentation. CONCLUSION To date, developers have not addressed the complex issues of citation-source link- ages and related issues of copyright in hypermedia systems. While several solu- tions have been proposed and, undoubt- edly, other creative solutions exist, the purpose of this article is to raise an awareness of the potential problems that could arise without sufficient biblio- graphic control within hypermedia sys- tems. There must be a commitment to correct bibliographic and citation defi- ciencies in these new systems if the li- brary community is to avoid the further separation of source from citation. An awareness of the problem, however, is the essential first step in this endeavor. REFERENCES AND NOTES 1. Vannevar Bush, "As We May Think," Atlantic Monthly 176:101-8 (July 1945); and Ted Nelson, Literary Machines (Swarthmore, Pa.: Nelson, 1981), passim. 2. Carl Franklin, "Hypertext Defined and Applied," Online 13:39 (May 1989). 3. Anne Lynch, "Project Jefferson and the Development of Research Skills," Reference Services Review 17:91 (Fall1989) . Citations in Hypermedia 535 4. Susan K. Kinnell and Tyde Richards, "An Online Interface within a Hypertext System: Project Jefferson's Electronic Notebook," Online 13:33-34 (July 1989). 5. Susan K. Kinnell, "Going Online with Project Jefferson: A Hypertext Interface," Online Searcher 2:6 (Winter 1990). 6. Ben Davis, "Interactive Learning: Higher Education and Interactive Video Disc," Teachers College Record 89:356-58 (Spring 1988). 7. Ibid., p.353. 8. Nicole Yankelovich et al., "Issues in Designing a Hypermedia Document System: The Intermedia Case Study," in Interactive Multimedia, ed. Sueann Ambron and Kristina Hooper (Redmond, Wash.: Microsoft Pr., 1988), p.38. 9. Ibid., p.44, 81. 10. Nicole Yankelovich et al., "Intermedia: The Concept and the Construction of a Seamless Information Environment," Computer 21:81 (Jan. 1988). 11. JoanN. Vickers and Brian R. Gaines, "A Comparison of Books and Hypermedia for Knowledge-Based Sports Coaching," Microcomputers for Information Management 5:29- 44 (Mar. 1988); and Carl Franklin, "Hypertext Defined and Applied," p.39. 12. Kathryn Nesbit, "BRS/Links to the Future: Online Hypertext Is Born," Online 14:34 (May 1990). 13. Janell Rudolph and Deborah Brackstone, "Too Many Scholars Ignore the Basic Rules of Documentation," The Chronicle of Higher Education, 36:A56 (Apr. 11, 1990); and James H. Sweetland, "Errors in Bibliographic Citations: A Continuing Problem," Library Quarterly 59:291-304 (Oct. 1989). 14. Every librarian has been asked to help a patron find the "large, heavy, dark red book somewhere in this area" that was used earlier! 15. Gary Marchionini and Ben Shneiderman, "Finding Facts vs. Browsing Knowledge in Hypertext Systems," Computer 21:78 (Jan. 1988). 16. Nicole Yankelovich et al., "lntermedia: The Concept and the Construction of a Seamless Information Environment," p.81. 17. Brian R. Gaines and JoanN. Vickers, "Design Considerations for Hypermedia Sys- tems," Microcomputers for Information Management 5:13 (Mar. 1988). 18. Many librarians have encountered this attitude among students who are having trouble finding a citation from an online search printout. The possibility that there may, in fact, be a mistake in the computerized bibliographic file never occurs to students. 19. Randy Gerson, "Systems Psychotherapy, the Micro-computer, and the American Fam- ily," Marriage and Family Review 8:164 (Spring 1985); and Robert W. Berner, "Computers and Our Society," JurimetricsJournal15:48-50 (Fall1974). 20. Wilfried Ver Eecke, "The Cognitive Claims for Computer Models: The Case of Forrester's Urban Dynamics," Urban Affairs Quarterly 13:379-82 (Mar. 1978). 21. Joseph Weizenbaum, "On the Impact of the Computer on Society," Science 176:612-14 (May 1972). 22. Karen E. Smith, "Hypertext-Linking to the Future," Online 12:35 (Mar. 1988). 23. Presentations at MacAdemia '89, held at Brown University in Providence, R.I. on May 31 to June 2, 1989. 24. George P. Landow, demonstration disk of lntermedia, "Dickens Web," Brown Univer- sity. 25. John B. Smith and Stephen F. Weiss, "Hypertext," Communications of the ACM 31:818-19 (July 1988). 26. Presentations at MacAdemia '88, held at Drexel University and the University of Pennsylvania-Philadelphia on June 1 to June 3, 1988. 27. Kay E. Vandergrift, "Hypermedia: Breaking the Tyranny of the Text," School Library Journal 35:35 (Nov. 1988). 28. U.S. Congress, Office of Technology Assessment, Intellectual Property Rights in an Age of Electronics and Information, OTA-CIT-302 (Washington, D.C.: Gov. Print. Off., April 1986), p.194-95. 29. Anne Morris and Margaret O'Neill, "Information Professionals-Roles in the Design and Development of Expert Systems?" Information Processing and Management 24:175 (1988). 30. Carl Franklin, "The Hypermedia Library," Database 11:48 (June 1988). 536 College & Research Libraries November1991 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. Ibid., p.174. Ibid., p.175. Note that Janell Rudolph and Deborah Brackstone, authors of "Too Many Scholars Ignore the Basic Rules of Documentation," are librarians at Memphis State University. The literature expresses both viewpoints on this subject. See, for example, W. David. Laird, "Current Bibliographic Database Ownership Issues and the Protection of Non- traditional Formats-One User's Point of View," in Intellectual Property Rights in an Electronic Age, Proceedings of the Library of Congress Network Advisory Committee Meeting, April 24-27, 1987, Network Development and MARC Standards Office (Washington, D.C.: Library of Congress, 1987), p.35-43; and Carol Kelley, "Computer Policy and the Law," Small Computers in Libraries 8:30-33 (Mar. 1988). It is the authors' personal experience in many conversations with librarians that the issues of copyright and intellectual property weigh heavily on the minds of library and information specialists. See, for example, Susan K. Kinnell and Tyde Richards, "An Online Interface within a Hypertext System: Project Jefferson's Electronic Notebook," p.33. Concerns about the future role of the library in information provision have been expressed in the literature during the last decade. See Thomas T. Surprenant and Claudia Perry-Holmes, "The Reference Librarian of the Future: A Scenario," RQ 25:234-38 (Winter 1985). Richard M. Dougherty has expressed these concerns in a series of editorials in the Journal of Academic Librarianship. See "Campus Information Service Agency: Confronting the Future Today," 15:195 (Sept. 1989); "Searching for Solutions: Bold Strategies Needed," 15:131 (July 1989); "Building Bridges to Reach Common Ground," 14:207 (Sept. 1988); and "Libraries and Computing Centers: Challenges and Opportunities," 13:3 (Mar. 1987), which introduced a new center insert: "Libraries and Computing Centers: Issues of Mutual Concern." David F. Bishop also addresses these concerns in "Collaboration, Not Competition, with Other Information Providers," Journal of Academic Librarianship 15:197-98 (Sept. 1989). Nelson, Literary Machines, Chapter 4. Anne Lynch, "Project Jefferson and the Development of Research Skills," p.93. Dirk 0. Hoffmann, instructor, German 410, Senior Seminar, Colgate University, Ham- ilton, NY 13346. Robert Akscyn et al., "Panel: Interchanging Hypertexts," in HyperText '89 Proceedings Nov. 5-8, Pittsburgh, Pennslyvania (New York: Assn. for Computing Machinery, 1989), p.379-80. This has happened in command-line vs. graphical interfaces. "Documents on Hypermedia Standardization," internal working drafts produced by X3Vl and SC18, accredited standards committees of ANSI and ISO. Robert Akscyn et al., "Panel: Interchanging Hypertexts," p.380. ... begin with world-class information. It's the kind of information you'll find in Biological Abstractse (BA) and Biological Abstracts/RRM" (Reports, Reviews, Meetings) (BAIRRM), vital resources for references to the world's life science literature. Comprehensive Coverage ... ... sets BA and BA/RRM apart from other refer- ence materials. BA contains full bibliographic information and abstracts from the latest biological and biomedical literature, carefully selected from approximately 9,000 journals worldwide. BAIRRM complements this global service with exhaustive coverage of papers from international meetings and symposia, as well as books, reviews and other items not found in most life science reference tools. 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