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,,Literarische Anonymität ist uns unerträglich. Wir akzeptieren sie nur als Rätsel\"1 schreibt Michel Foucault 1969 in seinem berühmten Essay Was ist ein Autor? Der moderne Leser muss meist nicht mehr rätseln, wer ein Buch geschrieben hat. Autoren drucken ihre Namen auf das Titelblatt ihres Textes, Bibliografien verzeichnen Werktitel unter dem jeweiligen Urheber, Buchhandlungen und Bibliotheken ord­nen ihre Bestände wie selbstverständlich nach Verfassernamen.

The Slavonic Collections at the Finnish National Library in Helsinki are the biggest non-Finnish collections. Formed on the basis of the legal depository copies received during Russian rule over Finland between 1828 and 1917, the Slavonic Library possesses the greatest collection of printed material in Russian outside of Russia. Helsinki is best known for material from pre-revolutionary Russia, but rich holdings of literature in other Slavic and in the Baltic languages complete the picture. All of these offer good possibilities for research in Russian and Eastern European history, especially political, cultural and literary history. This article has been written primarily on the basis of Finnish publications and gives an overview of the origins of the Slavonic Library and an account of its historical development. It also provides a briefer account of the other Eastern European collections. It is the strength of these special collections which make Helsinki an interesting site for Eastern European as well as Russian Studies.

Unequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners’ satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning.